The Formation of Research Functions of History Teachers on the Basis of Digital Technologies
Kazakh national Pedagogical University named after Abay
Abdyrakhmanov Tolobek
Doctor of historical sciences, professor, Kyrgyz National university named after J. Balasagyn
Auzhanova Assel
Candidate of Science in History, Astana IT University
Momuntaeva Lazzat
Abai Kazakh national pedagogical university, Institute of history and Law, Department of World History, 1st year doctoral student
Smankulova Zhanat
Kazakh national Pedagogical University named after Abay
Ergeshov Erzhan
Military Institute of Land forces
Abstract
The professionalism of a teacher today is the broadest category that determines the quality of a teacher's activity in any conditions. Through professionalism, the personal qualities of the teacher, the quality of his decisions, the choice of means for solving problems and, of course, the result obtained are evaluated. This concept, judging by the publications, tends to expand its scope and scope.The research functions of the teacher in their modern form were not formed immediately; they have deep roots in the history of national pedagogy and education. Studying the dynamics of their formation, we were able to identify four relatively independent stages that are different from each other. A teacher working in the self-development mode seeks to study himself, allocates time for methodological reflection of his experience and future prospects, and overcomes barriers and obstacles in managing personal professional development. This is the kind of teacher the school needs right now. Research activity requires a high level of knowledge, first of all, of the teacher himself, a good command of research methods, the availability of a library with specialized literature, and, in general, a desire to engage in research activities with students in depth.