Materials and Methods The theoretical analysis of the literature indicates: the problem of educating students in the organization of
extra-curricular activities and their impact on improving professional and educational training of future
professionals to date has not received the full resolution: the opportunities and educational conditions for the
implementation of extracurricular activities of students at pedagogical institute in connection with the formation of
professional qualities of a future teacher are not sufficiently explored.
Scientific and educational organization of extracurricular activities of students, due to its specificity, is an
important part of training and acts very important sphere of their professional and personal development.
Simultaneously through a relationship to teaching profession, the staff of teachers and students relation to itself is
refracted, as a subject of training. Forms of professional and moral formation of the personality of students in
extracurricular activities are varied and extensive, but so far they have not been scientifically cataloged and not
fully revealed their potential (Tazhbayeva, 1999).
Thus, today a contradiction forms between the need for effective organization of extracurricular activities for
future teachers as an important component in their preparation for the challenges of students and the lack of
theoretical, methodological and methodical ensuring this process (Tazhbayeva, 2004b). Until now, the process of
organizing extra-curricular activities and its impact on improving the quality of professional and educational
training of future specialists in high school was not full.
We used a range of research and teaching methods: the theoretical level: an analysis of philosophical,
psychological, sociological, educational and methodological literature on research, modeling, the thought
experiment, the Methods of experimental and empirical level: the study of high school documentation and best
practices of pedagogical universities, questionnaires, interviews, compilation of independent characteristics:
individual and group interviews curves, teacher observation, research and experimental methods: notes forming,
control experiments, mathematical methods of quantitative analysis of the data.
The methodological basis of the studyis the study of the social nature of the personality, the relationship
between internal and external factors in its formation, the indissoluble connection between consciousness and
behavior, a determining role in the professional development of the individual, the theory integrated pedagogical
Вестник КазНПУ им. Абая, серия«Педагогические науки», №3(47), 2015 г. 100
process, and contemporary approaches to education: personality-oriented, activity, system-structured,
competence, cultural, integrative.
The study was carried out in a number of interrelated steps.
At the first stage (2000-2003) there were analysed the philosophical, psychological and pedagogical literature,
the experience of educational work of pedagogical universities in Russia and Kazakhstan. At this stage, the
leading idea of study was defined, the nature and content of professional development of teachers in the
educational work of the university were determined.
At the second stage (2003 -2008) there were studied the real state of extracurricular activities of students,
developed a system of organization, held formation experiment in which, in the course of working hypothesis
solved the problem of the study, modelled, refined conditions of the professional education of future teachers in
At the third stage(2008-2012) there were summed up, made a systematic standardization and theoretical
generalization of the resulting material, scientifically-practical recommendations for improving the quality of the
training of students in extracurricular activities.
The base of an experimental study was chosen Kazakh State Women's Pedagogical University, Aktobe State
University named after K. Zhubanov, Kazakh National Pedagogical University named after Abay, Zhezkazgan
University named after O.A. Baykonurov, secondary schools № 119, № 9, № 140 Almaty, № 32, № 24, № 21
The survey covered students from different courses and faculties, university professors, school teachers,
methodists - a total of over 1525 people, including in the experiment involved the future experts in the amount of
369 students, 56 teachers of Russian language and literature, and 50 school administrators.
The reliability of the main provisions and conclusions of the studyis provided by methodological position of
the author; complex methods adequate to the task, a combination of qualitative and quantitative analysis of the
data, the results of experimental work and the comparison of obtained results with the practice of teaching and
educational activities of the various institutions of Kazakhstan (Tazhbayeva, 2010).
As the main subject of research methodology we adopted a theory of activity. The structure of human activity
is the subject of the relationship, communication, play and work. Each of these activities serve as elements of its
private structures - communication and purposeful activity, work and play - has an internal structure, which is the
relationship of intellectual, emotional, and an assessment and practice. This in turn has a complex structure.
Consequently, the overall structure of human activity is not something one-dimensional and simple, but a
complex and contradictory dialectical system of private and multilevel structures that are closely interrelated and
constantly interacting with each other (Tazhbayeva, Mashenbayev, & Smanova, 2010).
One of the most important aspects in the disclosure of the nature of the activities is related to the study of the
subject of activity and communication - the most important subsystems of human activities, which in conjunction
constitute one of its structures.
Human activity is seen as objective activity. Under the subject activity is understood as all human activity
associated with exposure to the object (the object). The subject matter, however, lies not so much in determining
the activity of this element in itself, but in the fact, how is a substantive effect and, in particular, what types of
activities are assumed to be in this case? Of the many attempts to solve this problem are particularly noteworthy
scientific papers of B.G. Ananyev and I.S. Cohn, who, analyzing human activity in general, suggested these basic
types of labor, knowledge and communication (Ananyev, 2002; Cohn, 1984). M.S. Kagan, the most extensively
studied the human activity that is reasonably added to this is another kind of activity, which he called "value-
orienting activities" (Kagan, 1974).
Summing up, the human activity generally includes four activities: labour, knowledge, communication and
value activities. The important provision of the theory is its structure: in any activity, scholars have identified a
component such as needs, goal, objectives, content, tools, forms, methods and techniques.
We have embraced student-oriented, systematic and structural, cultural, competence and integrated
Thus, student-cantered approach, with basically provisions such as the value of the individual, the uniqueness
of subjective experience, focus on the disclosure of personal potential, interacts with the system-structural
approach (extracurricular activities as a system of value orientations of future teachers), with the cultural approach
(familiarizing students to the universal culture and national values), an integrative approach (how to organize
extracurricular activities for future teachers need interaction activities of the educational process).
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №3(47), 2015 г. 101
Results and Discussion The effective personality development of a professional teacher can only be done within reasonably organized
and well-functioning educational systems, which are the two major subsystems - learning process and
extracurricular activities of students.
Extracurricular activities of students is one of the important components of the subsystems of the educational
process of teaching high school, professional and personal development and self-development of future teachers
on the basis of individual creativity. It is is a set of interrelated educational activities that reflect social activity of
the students, have such features as goal-setting, awareness, productivity, independence. Extracurricular activities
are an integral part of the professional educational system, which in modern terms is essential for the functioning
of the educational institution (Tazhbayeva, 2004c).
Analysis of studies on the problems of the formation and development of educational system and the existing
positive experience has allowed us to identify the following aspects:
1. Essential features of the education and upbringing system: 1) humanistic direction of the world-view content
of future professionals; 2) the quality of its performance in high school (the comfort of students, employees, etc.)
for self-realization; 3) cultural study curriculum; 4) the presence of positive social and psychological environment;
5) innovation, development of contacts: scientific, creative, teaching with research institutes, universities, other
educational institutions; 6) the presence of the student government; 7) modern content of training, education and
personal development of students.
2. The content of the education and upbringing system: 1) the goals and objectives of professional and
educational activities;2) the social and pedagogical ideas;3) the nature of the system-professional and educational
activities;4) the dominant component;5) modern content of education and training;6) model of training future
3. The structure of the education and upbringing system: 1) the purpose, the means, the process, the result
(who acts as the responsibilities).
4. Stages of education and upbringing system: 1) the theoretical development of the model (general scheme),
2) the establishment of a practical system (specification, further details); 3) the development of the system
(corrections and additions).
5. Regulatory-legal and staffing ensure of the education and upbringing system.
6. Criteria of effectiveness of the proposed system, its performance indicators.
The above theoretical and methodological principles were the basis for developing a model of extracurricular
activities of students as an educational system. Taking into account the guided activity theory, systems theory, and
the theory of a holistic educational process, which is also a socio-educational system, we believe that the
extracurricular activities of students is an educational process with all its components: purpose - tasks - content -
methods and instructional techniques, job and with participation of stakeholders. Schematic model of the
educational process in extracurricular activities, in accordance with the interpretation of the structure of the
educational process (N.D. Khmel) is shown in figure 1.
The purpose of educational work in extracurricular activities is to prepare teachers for today's schools, which is
implemented in the whole process of the pedagogical university. As the subject of our study educational aspect of
extracurricular activities, we had to create a model of professional and personal education of future teachers. In
this case, we relied on the educational achievements of science teachers professiogram (N.V. Kuzmina, V.A.
Slastenin), and the results of studies on the readiness of the future teachers to the various aspects of educational
processes in schools (N.D. Khmel, V.A. Slastenin, N.N. Khan, N.N. Trigubova), the formation of pedagogical
skill, competence (N.V. Kuzmina, I.A.Zimnyaya, L.A. Petrovskaya).
Within the variety of professional and personal qualities of the teacher which should be formed in higher
educational institution there are:
-Pedagogical quality of the individual teacher's knowledge of the subject and the methods of its teaching, the
ability to clearly explain material, passion for a profession, organization, discipline, time management skills,
discipline, diligence, accuracy, education, cultural, general knowledge, competent speech, artistry, knowledge of
voice, gestures, facial expressions, organizational skills, knowledge of educational work, the ability to maintain
documentation, knowledge of child psychology, constant work on yourself;
- Psychological personality traits of a teacher: teacher observation, teacher thinking, imagination, attention,
will, self-control, consistency, patience, emotion, love of the arts, sport and nature, empathy;
- Social and ethical quality of the teacher's personality: love and respect for children, kindness, sensitivity,
humanity, justice, compassion, fairness, integrity, commitment, pedagogical tact, diligence and responsible
attitude, a sense of professional duty demands on himself, modesty, politeness , honesty, ability to establish a
Вестник КазНПУ им. Абая, серия«Педагогические науки», №3(47), 2015 г. 102
sincere, trusting relationships, spontaneity in communication, and sociability.
Figure 1. Structural and Substantive Model of the Educational Process of Students in Extracurricular Activities To determine the rankings on the quality of a teacher's personality there were interviewed students in physics
and mathematics and natural geographical schools (275) and teachers (157). Respondents were asked to indicate
the degree of importance of a particular quality of their professional work order number: № 1 - the most
significant quality, № 17 - the least important quality, the quality of the other positioned between number 1 and
number 17. Ranking of professional ethical qualities of the teacher's personality in terms of their importance by
students and teachers is presented in figure 2.
Data Analysis of professional and personal qualities of the personality of the teacher shows a relatively stable
distribution of the students and teachers of personality traits, which we united in the three groups.
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №3(47), 2015 г. 103
Figure 2. Professional and Personal Qualities of the Teacher Note: № 1 - Knowledge of subject matter and methods of its teaching, the ability to explain material clearly; №
2 - Love and respect for children, kindness, sensitivity, humanity, justice, compassion, fairness, integrity; № 3 -
Teaching observation, pedagogical thinking, imagination, attention, will, self-control, consistency, tolerance; № 4
- ideological conviction, dedication, patriotism, internationalism; № 5 - Organization, self-discipline, diligence,
accuracy, ability to allocate attention; № 6 - Education , cultural and general knowledge; № 7 - Teaching time; №
8 - Hardworking, responsible attitude to work; № 9 - a sense of professional duty and responsibility; № 10 -
Modesty, courtesy, honesty; № 11 - Strategic, artistry, knowledge of voice, gestures, facial expressions; № 12 -
Emotions, love of the arts, sport and nature; № 13 - The ability to establish a sincere, trusting relationships, and
sociability; № 14 - Organizational skills, interests and knowledge of educational work, the ability to keep records;
№ 15 - Knowledge of child psychology; № 16 - Empathy; № 17 - Ongoing work on oneself.
In the first place there were the qualities of the person, as the knowledge of majors and methods of its teaching,
the ability to clearly explain course material, passion profession (teaching quality).
The second - love and respect for children, kindness, sensitivity, humanity, justice, compassion, fairness,
integrity (the social and ethical quality).
The third - teacher observation, teacher thinking, imagination, attention, will, self-control, steadfastness,
patience (psychological characteristics).
Psychologists (A.N.Leontiev, N.K. Platonov), having investigated personality traits, have come to the
conclusion that the structure of any quality is the same and consists of four elements: a sense of (man's relation to
anything), consciousness, belief (will) skills and behaviors. However, these elements with respect to each other
are in unequal relationships. In some qualities in the first place speaks sense, in others - how to behave. However,
the structure of any personality traits are motifs that provide a positive attitude to the appropriate individual
behavior, and self-reflection.
Based on this position of personality theory, we have identified in our study motivational, informative,
procedural and evaluative components formed personal qualities of future teachers (Table 1).
Table 1. Components Forming Personal Qualities of Future Teachers Structural components of forming qualities Content characteristics Motivational - The presence of a positive attitude towards the teaching profession
- Positive attitude to educational work
- Awareness of the importance of educational work
Вестник КазНПУ им. Абая, серия«Педагогические науки», №3(47), 2015 г. 104
- Interest in educational work
- The desire to master the art technology education
- The need for self-actualization
Content - Knowledge of the theory of a holistic educational process
- Knowledge of modern forms and methods of educational work
- Knowledge of the nature of education
- Knowledge of professional and personal qualities of the modern teacher
- Preparation for the educational work of the university
Procedural - The ability of the teacher monitoring
- Engineering skills
- Gnostic skills
Evaluative - Possession of self-esteem, personal reflection behavior
- To be able to and formulate educational problems
- Finding the best way to solve
In practice, the model presented in the structural components and attributes are manifested in students are not
the same. Therefore, with the help of students thought experiment, we assumed the existence of four levels of
formation of the desired personal qualities: low, medium, good, high.
The content of the structural and content characteristics of professional and personal qualities of future
teachers was the basis for the selection and performance of formation of these qualities, which was a tool for
diagnosis in experimental work (Table 2).
Table 2. Criteria and Indicators of Formation of Professional and Personal Qualities of the Future Teachers C riteri on The focus on the teaching profession Knowledge of the pedagogical process and educational work Pedag ogical skills and abilities Possession of reflection and self- assessment of professional and personal qualities In dicat orsd
- Presence of a
- A positive
attitude to the
- Awareness of
the importance of
- An interest in
- The desire to
master the art
- The need for
- Knowledge of the theory of
integrated pedagogical process;
- Knowledge of modern forms
and methods of educational work;
- Knowledge of the nature of
- Knowledge of the
professional and personal qualities
of the modern teacher;
- Preparing for the educational
work of the university;
- The ability of the teacher to
- Designing skills;
- Gnostic skills.
- Possess self-
- Be able to
- To find the
best way to
The theoretical basis of extracurricular activities of students as well as the education and upbringing of the
university, its theoretical model, and a model professional and personal qualities of the modern teacher let us
develop a diagnostic level of education of future teachers. In this case, we have chosen a range of methods that are
adequate grounds formed the desired qualities. Signs of the motivational component identified through interviews,
questionnaires, essays, teacher observations, signs of substantial component - testing, ranking solutions
pedagogical tasks and situations, conversations, process-behavioral component studied traits were studied by
observing the process of extracurricular activities (curatorial hours, business games, debates, workshops, etc.), as
well as in everyday life (at home, in the dorm, at leisure) evaluation component professional and personal qualities
of students revealed using evaluative maps, plans.
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №3(47), 2015 г. 105
We used complex diagnostic procedures with different variations for ascertaining and monitoring stages of the
Implementation of the proposed models in the practice of teaching and education at the university requires
compliance with a number of pedagogical conditions, these include:
- The implementation of a student-oriented and activity approaches to the organization of extracurricular
activities of students (student government activities, work in small groups, missions for the practical-creative
- Professional and pedagogical orientation content of extracurricular activities for future teachers.
- Communication with schools and other institutions;
- Coordination of all parts of the university. It is incumbent upon the Council on educational work created by
pro-rector. Council is the main collective body whose task is a scientific research, organization and
implementation of extracurricular educational work at the university.
We have included to the Council on the educational work the representatives of departments of pedagogy,
philosophy, psychology, physical education, the Vice Deans for educational work, representatives of libraries,
dormitories commandants, chairman of the student council, heads of permanent creative teams. The main
activities of the Council are:
- Providing a comprehensive prospective and current planning of extracurricular activities;
- Monitoring the implementation of the plan of educational activities, the monitoring of interests, values
- Methodological and practical support of cultural and leisure activities of students;
- Coordination of educational work at the university with the youth department under the administration of the
In the process, we also found that the professional and personal development includes the formation of two
types of readiness: 1) content-information, moral, psychological and operational-activity-readiness, 2) readiness to
professional value orientations, professional consciousness, creativity, self-development.
Implementation of the proposed models in the practice of education and upbringing in high school requires the
coordination of activities of all links.
The above theoretical and methodological basis for the organization of extracurricular activities of students, a
model of the phenomenon we have developed, as well as the pedagogical conditions for its implementation were
the basis of the experimental work, in which the technique was tested organizing extracurricular activities of
students in professional training in higher educational institution.
Based on the established model of the organization of extracurricular activities of future professionals, we have
developed a comprehensive training programme in higher educational institution, which takes into account not
only how students want to see the teachers, but also how young people would like to see themselves. The program
has been tested in the period from 1997 to 2006 in Aktobe State University after K. Zhubanov, and successfully
been implemented in KazStateFemUni in the 2001 academic year, and is currently in use in the educational
process at the Department of Pedagogy KazNSU named after Abay for training undergraduates.
We believe that the extracurricular activities of the university as one of the factors of socialization contains the
deepest possible formation of professional and ethical qualities of the personality of the future teachers in the
relationship teacher ↔ student, a teacher ↔ student team, student ↔ student, student ↔ student team. In this
communication system in this relationship becomes professional ethical in the case if the following requirements
- A combination of personal and social goals and interests;
- Responsible attitude to the order;
- Rigor and integrity in relation to themselves and others;
- Self-organization and self-discipline;
- The ability to cooperate, mutual control, obedience, self-development and to the objective critical evaluation
An important area of preparing students for a healthy lifestyle is the organization of the curator of the student
group. Curators actively target the students to act as an educator, practitioner, teacher, college professor,
secondary and higher education institutions, to school sports and sports and recreational activities.
We paid a special focus of our development work to organizing sports and recreation activities in the hostel.
We have achieved that in dormitories of physics and mathematics and music-pedagogical faculty there has been
systematically conducted morning exercises, the students actively attended various sports clubs and groups.
Attracting students to the sport, the formation of their needs and habits of sports and recreation activities, personal
Вестник КазНПУ им. Абая, серия«Педагогические науки», №3(47), 2015 г. 106
hygiene, help them to manage their free time, including preparation for fulfilling their professional duties at the
school (Tazhbayeva, 2003).
Thus, the formed theoretical position and a developed model of the educational process in extracurricular
activities of students, educational environment conducive to the effective formation of professional and personal
qualities of the future teachers, let us go to the justification of the content and methods to solve this problem.
In order to determine the initial state of formation of professional and personal qualities of students there was
conducted an experiment using a set of diagnostic methods described above.
The data in table 3 show a low level of formation of professional and personal qualities and it affects the
quality of professional and educational training.