NATIONAL VALUES – THE BASIS OF ETHNOPEDAGOGICAL KNOWLEDGE AND PROFESSIONAL SKILLS

Abstract

The article emphasizes the importance and relevance of incorporating national values into the pedagogical process in the training of preservice teachers, drawing on national pedagogical approaches in higher education. The article comprehensively analyzes and substantiates the need for a purposeful, integrated, and systematic use of national values in the formation of professional ethnopedagogical knowledge, skills, and abilities of students in accordance with the principles of pedagogy.
A holistic understanding of pedagogical activity as a multifaceted, complex, and contradictory process is provided. It emphasizes that the professional activity of teachers, who form the intellectual potential of the nation, unfolds within systems of interactions characterized as «Person-Person» and «Person-Symbol».
The author suggests ways to solve the problem of ethnopedagogic vocational training, substantiating the contradictions between the need for qualified teaching staff implementing the unified educational program «Adal Azamat», common across modern public education systems, and the insufficient level of their training in the higher education institutions.
For research in this area, the essence of the concepts of «value» and «national values» is clarified, the system of national values is grouped, and the importance of understanding their content and differentiation is formulated. The author also emphasizes the importance of understanding the essence of the concepts of "ethnopedagogic training", "ethnopedagogic education", and "ethnopedagogic culture" based on the research performed.
Substantiating the connection between pedagogical theory and contemporary educational experience, the author emphasizes the importance of forming a system of professional ethnopedagogical knowledge and qualifications based on national spiritual and cultural heritage, along with global competencies. In this regard, the author makes a number of recommendations and expresses his views on improving the content of university educational programs, individual curricula, and academic disciplines.