Сборник материалов международной научно-практической конференции

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METHODS OF SELF –EFFICIENCY AND INCREASING OF TEACHING 
 
Akhmetova Aisulu Seilovna
Beineu Humanitarian and Economic College 
There are so many kinds methods that teachers can use and implement its in his or her subject.
One of teacher’s action is supervise or controlling is that to determine and appreciate learners’ 
knowledge, skills and abilities. Teacher’s management and development consists of three process 
of planning, organizing searching works and using principles. . The top of pedagogical master’s
to learn manage of pedagogical methods it is branch of science and full process of pedagogic is which to
manage psychologyсal and social actions of man. Manage is a learning and teaching process of subject 
which provides reciprocal productive humanitarian influence. Our national science R.S Kudaibergenova
told about competiveness in her research work . Her poin of view competiveness of teachers in 
pedagocical process is what must know ?what must understand? What is able to do? And N.I Almazova
considers that competence is knowledge and skills of teachers, competiveness is using of competence in 
her sphere. Competence is carefully understand the meaning of to reach their aims, processes and using 
types of ways, tools these are reckon by the N.N Neshaev. N.F Talizina ans M.J Jadrina told that 
knowledge , competence ,skills are not described the competence, it is not only , that is mastering of 
life experiments. Some research authors think that competence is effort, responsibility, provide yourself, 
initial, hardworking. «Competence hasn’t general meaning, but it is knowledge’s success, to create
cognition of importance of knowledge, attitude of higher creativity» we met about it from B.U 
Krishevskii research work and science fiction.[1.1] 
The following sentence is described the definition of competence: 
-preparation of specialty and skills is shown by the system
-give a chance to change the environment and reach your goal 
-to unify knowledge , skill and experience
Branch competence of Pedagogic 
-branch of individual and professional 
-branch of professional pedagogic and abilities of efforts 
-to master and use new modern technologies 
- reciprocal interaction with information and get educational information 
-creativity of professional area 
-be culture of reflex ion 
-empathy 
-tolerance 
In a briefly competence is a winning of teacher’s stereotype, able to do something and 
cognition. Professional competence is an individual qualities, theories psychological and 
pedagogical, concentration of practice skills and knowledge. 
B.B Nestorov told that pedagogic competent teacher masters next competence 
-cognitive( professional pedagogical erudition) 
-psychological(emotional culture and pedagogical insight) 
-communication( culture of communication and pedagogical tactile) 
-rhetoric( culture of professional area speaking) 
-professional technology( technology and method) 
-professional information( rating and diagnostic) 
-compulsory education( content of education) 
-general education( special subject) 
The contradiction between the worked example effect that occurs when learners presented with 
more instructional guidance learn more than learners presented with less guidance and the generation 
effect that occurs when the reverse result is obtained can be resolved by the suggestion that the worked 
example effect is obtained using materials high in element interactivity, whereas simpler, low element 
interactivity materials result in the generation effect. A 2 (guidance: low vs. high) × 2 (element 

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interactivity: low vs. high) × 2 (expertise: low vs. high) experiment investigated this hypothesis with 
high school trigonometry learners. On an immediate test, high guidance reflecting a worked example 
effect was found for novices, but a generation effect was obtained for more knowledgeable learners. In 
contrast, on a delayed test, a three-way interaction between guidance, element interactivity and 
expertise was found.
This interaction was caused by a worked example effect for material high in element 
interactivity and a generation effect for material low in element interactivity for novices while for 
more knowledgeable learners, a generation effect was obtained for both low and high element 
interactivity materials. These results suggest firstly, that both the worked example and generation 
effects may be more likely on delayed than immediate tests and secondly, that the worked example 
effect relies on high element interactivity material while the generation effect relies on low element 
interactivity material. Academic self-concept (ASC) is subject to substantial change throughout the 
course of schooling. Besides individual factors, contextual characteristics play an important role in 
driving changes in self-perception. The abilities of classmates are especially important: Equally able 
students report lower ASCs when in high-achieving classrooms than when in low-achieving 
classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE). Although the 
BFLPE has been replicated in different settings, little is known about whether it is important across 
consecutive contexts. Therefore, we analyze the effects of various contexts on students’ ASCs.
We draw on a sample of fourth graders, who transitioned from elementary school to secondary 
school. Using contextual information from both elementary and secondary school, our results indicate 
that the BFLPE exists in both elementary-school and secondary-school contexts. Yet, when students 
moved to secondary-school, the BFLPE from elementary school successively diminished and was no 
longer discernible after one year. The purpose of developing academic teaching skills is to enable 
teachers to design and shape high-quality learning experiences for future physicians and other 
professionals working in healthcare. This ability to engage in teaching refers not only to the individual 
level in specific class sessions and testing situations, but also to the organizational level of designing 
modules, study programs, creating assessments for study programs, and the related aspects such as 
study reform processes, quality management in teaching, e-learning, etc. Since a key feature of 
academic teaching is that it must be continually developed in alignment with research, and 
professional expertise must also be constantly honed, this makes the content and knowledge required 
in academic teaching dynamic. Teaching skills also encompass the design and development of 
competency-based curricula. The requirements to be met by academic teaching are just as demanding. 
Development academic teaching skills through continuing education and training 
It is empirically proven that academic teaching skills require longer periods of time to 
develop. The reason for this lies in the action-guiding function of teaching/learning philosophies and 
teaching/learning concepts which are anchored emotionally since they affect perceived ideals and norms 
– the very role of the teacher, for example – as well as habitualize educational concepts [2.1]. This is 
why training sessions based on methodology alone are less sustainable because they are limited to the 
teacher’s performance. Another empirically confirmed factor in the development of pedagogical 
competency is the teaching/learning culture within a given circle of colleagues [2]. The application of 
newly acquired skills to daily teaching practices depends critically on the openness of the work 
environment and the support from colleagues for innovation. 
Assessment of academic teaching skills 
Also critical to a career is how academic teaching skills are assessed and what value and 
recognition they are given , [2.3].Strategies have been developed and implemented in the neighboring 
European countries. In Great Britain a competency standard for teaching – the Professional 
Development Framework (PDF) – has been developed according to the basic career stages. This 
competency-based standard is the guideline for assessing teaching skills at different skills levels with 
differentiation in special areas such as e-learning, advising, quality management, etc. The defined 
competency levels in the PDF have been drawn upon as pre-requisites for hiring teachers in higher 
education. Teachers must demonstrate proper qualification in order to be hired. The lowest level is 
defined by the teaching skills of student tutors and mentors, ascending to those who are qualified to 

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lecture at universities. The next level is for university teachers and instructors, doctoral candidates, and 
goes on to the highest level which applies to the appointment of professors. The PDF has been 
extensively adopted by Scandinavian and Dutch institutions of higher education. A best-practice 
example taken from publications is the assessment procedure for hiring followed by the University of 
Lund’s School of Engineering Sciences. The assessment of a candidate’s teaching skills according to 
the PDF standard counts for 50% in the hiring process, meaning that it is equal to the assessment of the 
candidate’s research achievements. During the assessment procedure a candidate is observed while 
teaching two classes and is required to submit extensive documentation of his or her teaching 
qualifications. The commission exists of members of the school’s pedagogical academy. Belonging to 
this academy are teachers who not only can demonstrate teaching expertise, but who also engage in 
education research and have published in this area. Acceptance into the academy is by application and 
subject to acceptance. Academy members receive extra pay, but are also obligated to fulfill specific 
duties, such as participation on the assessment commissions. It is conceivable that the establishment of 
such a research-oriented academy substantially raises the reputation and recognition of the quality of 
the academic teaching and learning. 

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