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ere.
ia
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co
m
Professio
na
l t
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in
ing
of f
u
ture
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ma
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scho
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l t
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chers in
the
co
ntext of
K
a
za
k
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hno
psy
cho
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and ethnop
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Serik
k
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hu
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Wi
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p
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ti
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t
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ims
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s
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t
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n
c
o
rp
o
ra
te
Ka
z
a
k
h
n
a
ti
o
n
a
l
sp
iri
t
u
a
l
v
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lu
e
s
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n
d
tr
a
d
it
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s
in
e
d
u
c
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ti
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n
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l
p
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e
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.
Re
se
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r
c
h
m
e
th
o
d
o
lo
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y
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l
u
d
e
s
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re
ti
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l
in
str
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m
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ts,
c
o
n
sisti
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o
f
a
n
a
l
y
ti
c
a
l
,
a
n
d
sy
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th
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tec
h
n
i
q
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e
s,
a
s
we
ll
a
s
p
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d
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g
o
g
ica
l
e
x
p
e
rime
n
t,
c
o
n
d
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c
ted
v
ia
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lec
ti
v
e
c
o
u
rse
“
d
e
v
e
lo
p
m
e
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tal
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n
d
p
e
d
a
g
o
g
ica
l
p
sy
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h
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l
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y
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a
m
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g
tw
o
g
ro
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p
s
o
f
th
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y
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i
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rsity
stu
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ts
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o
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th
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d
e
p
a
rtme
n
t
o
f
p
rima
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e
d
u
c
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ti
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To
e
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ffe
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o
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iq
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s,
p
ro
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d
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t
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ted
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d
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m
p
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re
su
lt
s
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t
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l
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c
e
.
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e
re
se
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h
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sh
o
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e
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ra
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g
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ly
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e
se
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rc
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rth
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t
o
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n
d
p
rima
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sc
h
o
o
l
m
e
th
o
d
o
lo
g
y
.
K
ey
w
o
r
d
s
:
E
th
n
o
p
e
d
ag
o
g
ical
tr
ad
itio
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s
E
th
n
o
p
s
y
ch
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lo
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ch
ar
ac
ter
is
tics
L
ea
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n
in
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tco
m
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Prim
ar
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s
ch
o
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l te
ac
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s
Pro
ce
s
s
o
f
p
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ar
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ed
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ca
tio
n
Pro
f
ess
io
n
al
tr
ain
in
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ser
ik
k
h
an
Z
h
u
ze
y
e
v
Hu
m
an
itar
ian
an
d
Ped
ag
o
g
ica
l I
n
s
titu
te,
Ko
r
k
y
t A
ta
Ky
z
y
lo
r
d
a
Un
iv
er
s
ity
Aitek
e
b
i 2
9
A,
Ky
z
y
lo
r
d
a
,
Ka
za
k
h
s
tan
E
m
ail:
s
er
ik
_
ju
ze
ev
@
m
ail.
r
u
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
er
a
o
f
g
lo
b
aliza
tio
n
,
e
th
n
o
p
e
d
ag
o
g
y
m
u
s
t
ac
k
n
o
wled
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n
atio
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eth
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ag
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ca
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u
m
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p
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ch
ar
ac
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is
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in
th
e
teac
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in
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p
r
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ce
s
s
.
T
h
e
p
r
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f
ess
io
n
al
tr
ain
in
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co
n
ten
t
f
o
r
teac
h
e
r
s
in
Kaz
ak
h
s
tan
u
n
d
er
wen
t
s
ig
n
if
ican
t
tr
an
s
f
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r
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1
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f
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ew
tech
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eth
o
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o
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p
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Kaz
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tan
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eq
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ex
am
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o
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u
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to
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le
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er
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ca
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an
d
th
e
k
ey
f
ac
to
r
s
o
f
th
eir
tr
ain
in
g
[
1
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.
C
u
r
r
en
t
teac
h
er
tr
ain
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g
lack
s
s
u
f
f
icien
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asis
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n
Kaz
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eth
n
o
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ed
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ical
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h
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o
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lo
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cip
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wh
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ar
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v
ital
f
o
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f
o
s
ter
in
g
a
cu
ltu
r
ally
in
clu
s
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u
ca
tio
n
al
en
v
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o
n
m
en
t.
T
h
is
g
a
p
p
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s
es
ch
allen
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alig
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m
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d
er
n
p
ed
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ap
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ltu
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s
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Kaz
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s
ta
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,
p
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ten
tially
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v
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th
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aim
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im
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T
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u
s
,
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e
o
f
t
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p
r
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ar
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u
es
in
p
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ca
tio
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estab
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in
g
a
m
o
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el
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f
n
atio
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al
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u
ca
tio
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al
co
n
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t
r
o
o
ted
in
n
atio
n
al
v
a
lu
es
an
d
tr
ad
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n
s
[
2
]
,
[
3
]
.
A
m
o
d
er
n
cu
r
r
icu
lu
m
m
o
d
el
g
o
es
b
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o
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d
ju
s
t
m
aster
in
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m
o
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er
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tec
h
n
o
lo
g
ies
an
d
teac
h
in
g
m
eth
o
d
s
;
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
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P
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a
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in
in
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f fu
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p
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text
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S
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Zh
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4701
it
also
en
co
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p
ass
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n
o
p
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co
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I
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n
o
t
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ly
g
r
asp
t
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p
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q
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an
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Kaz
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ain
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o
r
p
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im
ar
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s
ch
o
o
l te
a
ch
er
s
.
E
th
n
o
p
e
d
ag
o
g
y
in
p
r
im
ar
y
e
d
u
ca
tio
n
is
ess
en
tial
f
o
r
f
o
s
t
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in
g
n
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id
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tity
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d
p
r
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v
in
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ltu
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e,
esp
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i
n
co
u
n
tr
ies
lik
e
Kaz
ak
h
s
tan
,
w
h
ich
f
ac
e
th
e
d
u
al
ch
allen
g
e
o
f
in
teg
r
atin
g
g
lo
b
al
ed
u
ca
tio
n
s
tan
d
ar
d
s
wh
ile
h
o
n
o
r
in
g
u
n
iq
u
e
n
atio
n
al
t
r
ad
itio
n
s
[
4
]
–
[
6
]
.
T
h
is
ar
ticle
ex
am
in
es
h
o
w
eth
n
o
p
e
d
ag
o
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an
d
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lo
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elem
en
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in
t
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r
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to
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f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
Kaz
ak
h
s
tan
.
B
y
an
aly
zi
n
g
K
az
ak
h
n
atio
n
al
tr
ad
itio
n
s
with
in
th
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
,
th
e
s
tu
d
y
aim
s
to
en
h
an
ce
teac
h
er
c
o
m
p
eten
c
y
in
m
u
lticu
ltu
r
al
an
d
cu
ltu
r
ally
s
p
ec
if
ic
teac
h
in
g
en
v
ir
o
n
m
en
ts
.
E
th
n
o
p
ed
a
g
o
g
y
,
as
an
i
n
ter
d
is
cip
lin
ar
y
p
ed
ag
o
g
ical
f
ield
,
em
p
lo
y
s
m
eth
o
d
o
l
o
g
ies
f
r
o
m
p
ed
ag
o
g
y
,
eth
n
o
g
r
ap
h
y
,
an
d
eth
n
o
p
s
y
ch
o
lo
g
y
in
co
n
j
u
n
cti
o
n
with
its
u
n
iq
u
e
r
esear
ch
ap
p
r
o
ac
h
es.
I
n
h
is
eth
n
o
p
e
d
ag
o
g
ical
r
esear
ch
,
R
am
lan
et
a
l.
[
7
]
s
y
s
tem
atica
lly
ex
am
in
es
th
e
co
n
n
ec
tio
n
s
an
d
in
ter
r
elatio
n
s
with
f
o
lk
ed
u
ca
tio
n
al
tr
a
d
itio
n
s
,
c
o
n
s
o
lid
ates
p
r
ac
tical
p
ed
a
g
o
g
ical
ex
p
er
ien
ce
s
,
an
d
c
o
n
d
u
cts
a
co
m
p
ar
ati
v
e
an
aly
s
is
o
f
p
ed
ag
o
g
ical
ac
co
m
p
lis
h
m
en
ts
.
An
aly
zin
g
Ma
lay
cu
ltu
r
e
,
T
r
e
ty
ak
o
v
a
et
a
l.
[
8
]
c
o
n
s
id
er
t
h
e
s
ig
n
if
ican
ce
o
f
et
h
ically
an
d
cu
ltu
r
ally
s
p
ec
if
ic
d
if
f
er
en
ce
s
.
T
h
e
an
al
y
s
is
o
f
eth
n
o
p
ed
ag
o
g
ical
wo
r
k
s
p
r
im
ar
ily
aim
s
at
p
r
ep
ar
in
g
f
u
tu
r
e
ed
u
ca
t
o
r
s
with
in
th
e
r
ea
lm
o
f
p
r
im
ar
y
e
d
u
ca
tio
n
.
I
n
th
e
r
esear
ch
b
y
No
o
r
et
a
l.
[
9
]
,
f
o
lk
p
ed
a
g
o
g
y
was
v
iewe
d
as
an
in
teg
r
al
co
m
p
o
n
en
t
o
f
h
u
m
a
n
cu
ltu
r
e,
with
its
s
tr
u
ctu
r
al
elem
en
ts
elu
cid
ate
d
o
n
th
is
b
asis
.
Hu
s
in
[
1
0
]
ex
am
in
es
th
e
d
id
ac
tic
f
o
u
n
d
atio
n
f
o
r
cu
ltiv
atin
g
eth
n
o
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
a
n
d
s
k
ills
a
m
o
n
g
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
p
o
in
ted
at
th
e
im
p
o
r
ta
n
ce
o
f
b
etter
ac
q
u
ain
tan
ce
w
ith
th
e
r
elig
io
u
s
v
alu
es
b
etwe
en
s
tu
d
en
ts
wh
at
co
n
tr
ib
u
tes
to
h
ig
h
e
r
u
n
d
er
s
ta
n
d
in
g
am
o
n
g
th
e
co
m
m
u
n
ity
o
f
s
tu
d
en
ts
.
T
h
e
s
y
s
tem
o
f
ed
u
ca
tio
n
p
la
y
s
in
th
is
r
eg
ar
d
th
e
lead
in
g
r
o
le.
I
n
th
e
1
9
6
0
s
,
alo
n
g
s
id
e
th
e
in
t
r
o
d
u
ctio
n
o
f
et
h
n
o
p
ed
ag
o
g
y
,
its
s
cien
tific
an
d
m
eth
o
d
o
l
o
g
ical
u
n
d
er
p
in
n
in
g
s
wer
e
r
eg
a
r
d
ed
as
a
s
u
b
s
et
o
f
p
e
d
ag
o
g
ical
ed
u
ca
tio
n
[
5
]
.
Prio
r
t
o
th
is
,
th
e
co
n
ce
p
ts
o
f
p
ed
ag
o
g
ics
r
o
o
te
d
in
n
atio
n
al
tr
ad
itio
n
s
p
lay
e
d
a
s
ig
n
if
ican
t
r
o
le
in
th
e
o
v
er
all
p
r
o
g
r
ess
o
f
h
u
m
an
ity
.
T
h
e
ex
p
lo
r
atio
n
o
f
f
o
lk
p
e
d
ag
o
g
y
with
in
s
p
ec
if
i
c
eth
n
ic
g
r
o
u
p
s
lik
e
Kaz
ak
h
,
R
u
s
s
ian
,
B
ash
k
ir
,
T
atar
,
T
ajik
,
a
m
o
n
g
o
th
e
r
s
,
h
a
s
g
r
ea
tly
en
r
ic
h
ed
et
h
n
o
p
ed
ag
o
g
ical
r
esear
ch
.
No
w,
th
e
f
u
n
d
am
en
tal
p
r
i
n
cip
les
o
f
eth
n
o
p
ed
ag
o
g
y
as
a
d
is
cip
l
in
e
en
co
m
p
ass
cu
ltu
r
al
id
en
tit
y
,
n
atio
n
al
tr
ad
itio
n
s
,
n
atu
r
al
id
en
tity
,
as
well
as
in
teg
r
atio
n
,
p
r
ac
tical
o
r
ien
ta
tio
n
,
an
d
s
u
b
jectiv
ity
.
T
h
es
e
p
r
in
cip
les
h
o
ld
s
ig
n
if
ica
n
t
r
elev
an
ce
in
th
e
p
r
o
f
ess
io
n
al
en
d
ea
v
o
r
s
o
f
e
d
u
ca
to
r
s
,
p
ar
ticu
lar
l
y
in
Kaz
ak
h
s
tan
,
wh
er
e
th
e
ed
u
ca
tio
n
s
y
s
tem
ca
ter
s
to
s
tu
d
en
ts
f
r
o
m
2
3
d
is
tin
ct
et
h
n
ic
g
r
o
u
p
s
.
Statis
tics
f
r
o
m
2
0
1
5
i
n
d
icate
th
at
7
3
%
o
f
s
tu
d
en
ts
ar
e
eth
n
ic
Kaz
ak
h
s
,
1
4
% a
r
e
eth
n
ic
R
u
s
s
ian
s
,
an
d
4
% a
r
e
et
h
n
ic
Uzb
ek
s
[
1
1
]
.
I
n
co
n
te
m
p
o
r
a
r
y
tim
es,
s
ch
o
o
ls
in
Kaz
ak
h
s
tan
m
ir
r
o
r
th
e
n
atio
n
’
s
ab
u
n
d
an
t
d
iv
er
s
ity
en
c
o
m
p
ass
in
g
eth
n
icity
,
r
elig
io
n
,
an
d
lan
g
u
ag
e.
T
h
e
m
eth
o
d
o
lo
g
y
o
f
eth
n
o
p
ed
a
g
o
g
y
is
ch
ar
ac
ter
ized
as
a
co
m
p
r
e
h
en
s
iv
e
b
o
d
y
o
f
k
n
o
wled
g
e
co
n
ce
r
n
i
n
g
th
e
o
r
i
g
in
s
,
f
u
n
d
am
en
tals
,
an
d
s
tr
u
ctu
r
e
o
f
eth
n
o
p
ed
ag
o
g
ical
s
tu
d
ies.
T
h
is
m
eth
o
d
o
l
o
g
y
d
elv
es
in
to
th
e
ed
u
ca
tio
n
al
p
r
in
cip
les,
w
o
r
ld
v
iew
p
er
s
p
ec
tiv
es,
a
n
d
m
eth
o
d
o
l
o
g
ies
th
at
co
n
s
titu
te
th
e
p
ed
ag
o
g
ical
ess
en
ce
o
f
s
p
ec
if
ic
p
o
p
u
latio
n
s
.
I
t
also
en
c
o
m
p
ass
es
a
s
et
o
f
ac
tiv
ities
aim
ed
at
ac
q
u
ir
in
g
p
ar
ticu
lar
k
n
o
wled
g
e
an
d
is
o
r
ie
n
ted
to
war
d
s
ass
ess
in
g
th
e
q
u
ality
an
d
m
eth
o
d
o
lo
g
ies
o
f
r
esear
ch
wo
r
k
,
in
clu
d
i
n
g
lo
g
ical
ev
alu
atio
n
m
eth
o
d
s
[
1
2
]
.
Un
t
il
r
ec
en
t
tim
es,
th
e
p
r
im
ar
y
o
r
ien
tatio
n
s
o
f
eth
n
o
p
e
d
ag
o
g
y
in
C
o
m
m
o
n
w
ea
lth
o
f
I
n
d
ep
en
d
en
t
States
(
C
I
S
)
wer
e
h
av
e
b
ee
n
p
r
im
ar
i
ly
co
n
ce
n
tr
ate
d
o
n
R
u
s
s
ia
’
s
ex
p
er
ien
ce
[
1
3
]
,
[
1
4
]
.
Nev
er
th
eless
,
o
win
g
to
th
e
a
b
s
en
ce
o
f
c
o
m
p
ar
ativ
e
s
tu
d
ies,
th
e
eth
n
o
p
e
d
ag
o
g
y
o
f
d
is
tin
ct
p
o
p
u
latio
n
s
m
ay
o
cc
asio
n
ally
ap
p
ea
r
s
im
ilar
.
Var
io
u
s
s
ch
o
lar
s
h
av
e
p
lay
e
d
a
s
ig
n
if
ican
t
r
o
le
in
ad
v
a
n
cin
g
th
e
s
cien
tific
u
n
d
er
p
in
n
in
g
s
o
f
in
d
ig
en
o
u
s
p
ed
ag
o
g
y
eth
n
o
p
e
d
ag
o
g
y
an
d
s
h
ap
in
g
its
f
r
am
ewo
r
k
.
No
tab
ly
,
s
ev
er
al
r
esear
ch
er
s
[
4
]
,
[
1
0
]
,
[
1
5
]
h
av
e
m
ad
e
s
u
b
s
tan
tial
co
n
tr
ib
u
tio
n
s
.
T
h
r
o
u
g
h
an
e
x
am
i
n
atio
n
o
f
Kaz
ak
h
liter
atu
r
e
in
th
e
r
ea
lm
o
f
eth
n
o
p
e
d
ag
o
g
ical
an
d
eth
n
o
-
cu
ltu
r
al
s
tu
d
ies,
th
e
y
h
av
e
p
in
p
o
in
ted
f
o
u
r
p
r
im
ar
y
a
v
en
u
es.
Mo
r
eo
v
e
r
,
co
n
tem
p
o
r
ar
y
s
ch
o
lar
s
h
a
v
e
s
cr
u
tin
ized
eth
n
o
p
e
d
ag
o
g
ical
s
o
u
r
ce
s
.
Acc
o
r
d
in
g
to
t
h
eir
ass
ess
m
en
ts
,
th
e
th
eo
r
y
an
d
m
eth
o
d
o
lo
g
y
o
f
eth
n
o
p
e
d
ag
o
g
y
h
av
e
r
ec
e
n
tly
ev
o
lv
e
d
in
to
a
d
ev
elo
p
i
n
g
s
cien
tific
d
is
cip
lin
e
[
6
]
,
[
9
]
,
[
1
6
]
.
Acc
o
r
d
in
g
to
T
r
ety
ak
o
v
a
et
a
l.
[
8
]
,
t
h
e
f
ield
o
f
et
h
n
o
p
e
d
ag
o
g
y
is
ad
v
an
cin
g
in
v
ar
io
u
s
d
i
r
ec
tio
n
s
,
in
clu
d
in
g
h
is
to
r
ical
s
tu
d
ies,
eth
n
o
p
ed
ag
o
g
ical
e
d
u
ca
tio
n
,
an
aly
tical
ap
p
r
o
ac
h
es,
u
tili
za
tio
n
o
f
g
am
e
tech
n
o
lo
g
ies
in
eth
n
o
p
ed
a
g
o
g
y
,
eth
n
o
p
ed
a
g
o
g
ical
an
th
r
o
p
o
lo
g
y
,
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
,
eth
n
o
s
o
cial
p
ed
ag
o
g
y
,
a
n
d
c
o
m
p
ar
ativ
e
et
h
n
o
p
e
d
ag
o
g
y
.
C
o
n
tem
p
o
r
ar
y
s
ch
o
lar
s
s
cr
u
tin
ize
eth
n
o
p
e
d
ag
o
g
ical
in
v
esti
g
atio
n
s
in
Kaz
ak
h
s
tan
,
s
u
b
s
tan
tiatin
g
th
e
ac
ad
em
ic
s
ig
n
if
ican
ce
o
f
Kaz
ak
h
eth
n
o
p
e
d
ag
o
g
y
.
Acc
o
r
d
in
g
to
th
e
a
u
th
o
r
’
s
p
er
s
p
ec
tiv
e,
Kaz
ak
h
eth
n
o
p
e
d
ag
o
g
y
is
r
eg
ar
d
ed
as
an
au
to
n
o
m
o
u
s
ac
ad
e
m
ic
d
is
cip
lin
e,
o
r
ig
in
atin
g
at
th
e
in
te
r
s
ec
tio
n
o
f
Kaz
ak
h
p
h
ilo
s
o
p
h
y
,
eth
n
o
p
s
y
ch
o
lo
g
y
,
eth
n
o
s
th
eo
r
y
,
eth
n
o
g
r
a
p
h
y
,
an
d
cu
ltu
r
al
th
eo
r
y
.
I
ts
f
o
ca
l
p
o
in
t
lies
in
th
e
s
tr
u
ctu
r
e
o
f
Kaz
ak
h
eth
n
ic
ed
u
ca
tio
n
,
p
e
r
m
ea
tin
g
co
n
tin
u
o
u
s
ly
th
r
o
u
g
h
f
am
ily
a
n
d
s
o
c
ietal
life
[
6
]
.
Ma
n
y
ch
allen
g
es
in
teac
h
in
g
Kaz
ak
h
eth
n
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e
d
ag
o
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at
p
ed
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o
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ca
l
in
s
titu
tio
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wer
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ess
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b
y
estab
lis
h
in
g
an
in
d
ep
en
d
en
t
ac
a
d
em
ic
d
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cip
lin
e
[
1
6
]
.
T
h
is
s
tu
d
y
alig
n
e
d
with
t
h
o
s
e
o
f
Or
o
s
co
[
1
7
]
,
wh
o
o
u
tlin
es
th
e
co
m
p
r
eh
e
n
s
iv
e
s
tr
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n
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as
an
ac
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cip
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e.
T
h
is
s
tr
u
ctu
r
e
en
co
m
p
ass
es
v
ar
io
u
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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Vo
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14
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6
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Dec
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20
25
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4
7
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k
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co
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h
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to
r
ical
asp
ec
ts
,
s
ig
n
if
ican
t
h
is
to
r
ical
f
ig
u
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es
in
d
e
v
elo
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m
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tag
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eth
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ical
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ical
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d
s
cien
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ch
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m
eth
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l
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ic
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en
co
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m
eth
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o
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atio
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th
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o
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tific
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s
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ar
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ad
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al
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p
ts
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o
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ter
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th
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a
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p
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el)
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tly
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n
p
atter
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s
o
f
r
elatio
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s
h
ip
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n
d
en
cies
with
in
th
e
eth
n
o
p
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ag
o
g
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d
o
m
ai
n
.
T
h
ese
m
eth
o
d
s
en
co
m
p
ass
th
e
s
tu
d
y
o
f
f
o
l
k
lo
r
e,
a
r
ch
ae
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lo
g
ical
m
ater
ia
ls
,
wr
itten
r
ec
o
r
d
s
,
h
is
to
r
ica
l
an
d
p
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ag
o
g
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an
aly
s
is
,
co
m
p
ar
ativ
e
an
al
y
s
is
,
s
o
cio
lo
g
ical
ap
p
r
o
ac
h
es,
p
ed
ag
o
g
ical
e
x
p
er
im
e
n
ts
,
as
well
as
th
eo
r
etica
l
r
esear
ch
o
n
f
o
lk
p
ed
a
g
o
g
ical
p
h
en
o
m
en
a
a
m
o
n
g
o
th
er
s
[
1
6
]
,
[
1
8
]
.
E
m
p
h
asizin
g
t
h
e
c
o
n
s
tr
u
ctiv
e
asp
ec
t
o
f
d
elin
ea
tin
g
s
p
ec
if
ic
m
eth
o
d
o
l
o
g
ies f
o
r
eth
n
o
p
e
d
ag
o
g
ical
r
esear
ch
,
ce
r
tain
a
p
p
r
o
ac
h
es su
ch
as th
e
s
o
cio
lo
g
ical
m
eth
o
d
an
d
f
o
lk
r
esear
ch
ar
e
u
tili
ze
d
in
eth
n
o
s
o
cio
lo
g
y
a
n
d
eth
n
o
p
s
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h
o
lo
g
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s
cien
ce
s
,
u
n
d
er
s
co
r
in
g
th
e
in
teg
r
ativ
e
ess
en
ce
o
f
eth
n
o
p
ed
ag
o
g
y
.
Als
o
,
r
esear
ch
b
y
Nascim
en
to
et
a
l.
[
1
9
]
m
ad
e
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
to
th
e
ad
v
an
ce
m
en
t
o
f
eth
n
o
p
ed
ag
o
g
ical
m
eth
o
d
o
l
o
g
y
.
I
n
th
eir
s
tu
d
y
,
it
em
p
h
asizes
th
e
ess
en
tial
r
o
le
o
f
m
eth
o
d
o
lo
g
ical
k
n
o
wled
g
e
f
o
r
r
esear
ch
er
s
to
ef
f
ec
tiv
ely
en
g
a
g
e
in
eth
n
o
p
ed
ag
o
g
ical
p
r
ac
tices.
Nascim
en
to
et
a
l.
[
1
9
]
d
elin
ea
te
th
e
s
tr
u
ctu
r
e
o
f
eth
n
o
p
ed
ag
o
g
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k
n
o
wl
ed
g
e,
en
co
m
p
ass
in
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r
eg
u
latio
n
s
,
laws,
f
u
n
d
am
e
n
t
al
co
n
ce
p
ts
,
em
p
ir
ical
d
ata,
th
eo
r
ies,
p
r
in
ci
p
les,
h
y
p
o
th
es
es,
m
eth
o
d
o
l
o
g
ies,
co
n
ce
p
ts
,
ca
teg
o
r
ies,
a
n
d
ter
m
s
.
B
y
em
p
l
o
y
in
g
a
m
eth
o
d
o
lo
g
ical
f
r
am
ewo
r
k
to
elu
cid
ate
th
e
p
r
o
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s
es
o
f
ass
im
ilatin
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g
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a
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ev
alu
atin
g
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n
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it
s
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atize
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n
ce
p
tu
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a
n
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ter
m
in
o
lo
g
ical
f
o
u
n
d
atio
n
s
o
f
eth
n
o
p
e
d
ag
o
g
y
.
T
h
is
s
y
s
tem
atic
ap
p
r
o
ac
h
n
o
t
o
n
ly
e
n
h
an
ce
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
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p
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ax
io
lo
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n
eo
lo
g
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an
d
p
r
a
x
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lo
g
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u
t
also
f
ac
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ates
th
e
ex
p
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s
io
n
o
f
k
n
o
wled
g
e
with
in
th
e
f
ield
o
f
eth
n
o
p
ed
a
g
o
g
y
.
R
esear
ch
b
y
E
ls
ay
ed
[
2
0
]
in
t
r
o
d
u
ce
d
th
e
co
n
c
ep
tu
al
f
r
a
m
ewo
r
k
f
o
r
in
teg
r
atin
g
eth
n
o
p
ed
ag
o
g
ical
p
r
in
cip
les
in
to
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
.
T
h
eir
wo
r
k
f
o
cu
s
ed
o
n
estab
lis
h
in
g
p
ed
ag
o
g
ical
c
o
n
d
itio
n
s
r
o
o
ted
in
th
e
ef
f
ec
tiv
e
u
tili
za
tio
n
o
f
in
d
ig
en
o
u
s
eth
n
o
p
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ag
o
g
y
’
s
p
o
ten
tial
in
ter
m
s
o
f
f
am
ily
v
alu
es.
T
h
e
is
s
u
e
o
f
eth
n
o
p
e
d
ag
o
g
ical
an
d
i
n
d
ig
e
n
o
u
s
ed
u
ca
tio
n
with
in
t
h
e
u
n
iv
er
s
ity
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
was
ex
ten
s
iv
ely
ad
d
r
ess
ed
b
y
Ho
lan
d
a
et
a
l.
[
1
5
]
.
I
n
t
h
eir
wo
r
k
,
th
ese
s
ch
o
lar
s
aim
ed
to
d
elin
ea
te
th
e
o
b
jectiv
es,
co
n
ten
t,
co
n
d
itio
n
s
,
a
n
d
f
u
tu
r
e
tr
ajec
t
o
r
y
o
f
d
e
v
elo
p
in
g
ed
u
ca
to
r
s
as
eth
n
o
p
ed
a
g
o
g
u
es.
T
h
eir
r
e
s
ea
r
ch
u
n
d
e
r
s
co
r
es
th
at
th
e
p
r
im
ar
y
aim
o
f
eth
n
o
p
ed
ag
o
g
ical
ed
u
ca
tio
n
in
te
ac
h
er
tr
ain
in
g
is
to
cu
ltiv
ate
a
s
en
s
e
o
f
n
atio
n
al
id
en
tity
,
f
o
s
ter
in
g
a
co
n
s
cien
tio
u
s
ap
p
r
o
ac
h
to
war
d
s
th
e
h
i
s
to
r
y
,
lan
g
u
a
g
e,
cu
ltu
r
e,
a
n
d
tr
ad
itio
n
s
o
f
o
n
e
’
s
co
m
m
u
n
ity
[
1
6
]
.
R
esear
ch
b
y
R
ah
m
awa
ti
et
a
l.
[
2
1
]
f
o
c
u
s
ed
o
n
cu
ltu
r
al
an
d
h
is
to
r
ical
m
em
o
r
y
as
a
f
o
u
n
d
atio
n
f
o
r
id
en
tity
f
o
r
m
atio
n
an
d
h
ar
m
o
n
io
u
s
in
ter
eth
n
ic
r
elatio
n
s
wh
at
alig
n
s
with
th
e
p
r
in
cip
les
o
f
eth
n
o
p
ed
a
g
o
g
y
.
T
h
eir
wo
r
k
u
n
d
er
lin
es
th
at
b
y
in
teg
r
atin
g
cu
ltu
r
al
tr
a
d
itio
n
s
an
d
s
h
ar
e
d
h
is
to
r
ical
n
ar
r
ativ
es
in
to
ed
u
ca
tio
n
al
p
r
ac
tices,
it
f
o
s
ter
s
to
ler
an
ce
,
m
u
tu
al
r
esp
ec
t,
an
d
in
ter
et
h
n
ic
d
ialo
g
u
e,
c
o
n
tr
ib
u
tin
g
to
th
e
d
ev
elo
p
m
en
t
o
f
s
o
cial
co
h
esio
n
with
in
d
iv
er
s
e
co
m
m
u
n
ities
.
I
n
co
n
tr
ast,
R
am
lan
et
a
l.
[
7
]
d
ir
ec
ted
th
e
ef
f
o
r
t
to
war
d
s
d
ev
elo
p
in
g
th
e
co
n
ten
t
an
d
m
eth
o
d
o
l
o
g
ies
f
o
r
eth
n
o
p
ed
a
g
o
g
ical
tr
ain
in
g
o
f
p
r
o
s
p
ec
ti
v
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
r
o
u
g
h
a
th
eo
r
etic
al
an
aly
s
is
o
f
th
e
p
r
o
ce
s
s
co
n
d
itio
n
s
an
d
av
e
n
u
es
f
o
r
en
h
a
n
ce
m
en
t,
cr
iter
ia
f
o
r
eth
n
o
p
e
d
ag
o
g
ical
p
r
ep
ar
atio
n
o
f
f
u
tu
r
e
e
d
u
ca
to
r
s
to
in
s
tr
u
ct
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
wer
e
estab
lis
h
ed
.
R
esear
ch
er
s
p
r
o
p
o
s
e
th
at
teac
h
er
tr
ain
in
g
p
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r
am
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s
h
o
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ld
co
m
m
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ce
with
u
p
d
atin
g
th
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co
n
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t
to
alig
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with
th
e
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ev
is
ed
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
f
o
r
p
r
im
ar
y
s
ch
o
o
l
s
u
b
jects.
T
h
e
p
r
o
f
ess
io
n
alis
m
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
is
u
n
d
er
p
i
n
n
ed
b
y
t
h
eir
f
u
n
d
a
m
en
tal,
s
u
b
ject
-
s
p
ec
if
ic,
an
d
s
p
ec
ialized
co
m
p
et
en
cies.
A
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
’
s
r
o
le
ex
ten
d
s
b
ey
o
n
d
s
u
b
ject
in
s
tr
u
ctio
n
to
en
co
m
p
ass
v
ar
io
u
s
ed
u
ca
tio
n
a
l
an
d
p
s
y
ch
o
lo
g
ical
f
u
n
ctio
n
s
[
2
2
]
.
R
esear
ch
b
y
Dzh
u
s
u
p
o
v
et
a
l.
[
2
3
]
em
p
h
asizes
th
e
im
p
o
r
ta
n
ce
o
f
p
r
i
o
r
itizin
g
th
e
u
n
iq
u
e
v
alu
es
o
f
th
e
Kaz
ak
h
p
e
o
p
le
i
n
e
d
u
ca
ti
o
n
.
T
h
r
o
u
g
h
an
ex
a
m
in
atio
n
o
f
eth
n
o
p
e
d
ag
o
g
ical
liter
atu
r
e
,
it
is
e
v
id
en
t
th
at
in
r
ec
en
t
y
ea
r
s
,
s
ch
o
lar
s
in
t
h
e
f
ield
h
av
e
id
en
tifie
d
two
d
is
t
in
ct
ap
p
r
o
ac
h
es:
s
p
ec
if
ic
(
s
p
ec
ial)
an
d
g
en
er
al
(
eth
ical)
wh
en
s
tu
d
y
i
n
g
n
atio
n
al
ed
u
ca
tio
n
al
p
r
ac
tices.
T
h
e
s
e
two
b
r
a
n
ch
es
h
av
e
e
v
o
lv
e
d
b
ased
o
n
v
ar
iatio
n
s
in
th
e
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
o
f
d
if
f
er
en
t
eth
n
ic
g
r
o
u
p
s
,
with
th
e
cu
ltu
r
al
-
s
p
ec
if
ic
ap
p
r
o
ac
h
f
o
cu
s
in
g
o
n
th
e
eth
n
o
s
y
s
tem
an
d
u
n
iv
e
r
s
al
ap
p
r
o
ac
h
es
ex
p
lo
r
in
g
g
e
n
er
al
a
n
d
in
d
iv
id
u
al
ed
u
ca
tio
n
al
asp
ec
ts
with
in
d
iv
er
s
e
cu
ltu
r
al
co
n
tex
ts
.
Ov
er
all,
n
atio
n
al
ed
u
ca
tio
n
s
y
s
tem
s
p
lay
a
cr
u
cial
r
o
le
in
f
o
s
ter
in
g
th
e
ad
v
an
ce
m
en
t
o
f
s
o
ciety
b
y
en
h
an
cin
g
th
e
in
ter
ac
tio
n
b
e
twee
n
in
d
iv
id
u
als
an
d
th
e
c
o
m
m
u
n
ity
,
p
r
io
r
itizin
g
v
ar
io
u
s
o
b
jectiv
es
an
d
m
eth
o
d
s
.
I
t
is
ev
id
e
n
t
th
at
d
is
r
eg
ar
d
i
n
g
n
atio
n
al
an
d
eth
n
ic
attr
ib
u
tes
ca
n
h
in
d
er
ef
f
o
r
ts
to
c
o
m
b
at
eth
n
o
ce
n
tr
ic
ten
d
e
n
cies
with
in
s
o
ciety
.
I
n
s
tead
,
e
m
p
h
asis
s
h
o
u
ld
b
e
p
lace
d
o
n
n
u
r
tu
r
in
g
a
s
tr
o
n
g
er
s
en
s
e
o
f
n
atio
n
al
id
en
tity
an
d
h
ig
h
lig
h
tin
g
th
e
cu
ltu
r
al
elem
en
ts
s
p
ec
if
ic
to
ea
ch
eth
n
ic
g
r
o
u
p
[
2
4
]
.
B
y
s
tu
d
y
in
g
th
e
ed
u
ca
tio
n
al
tr
ad
itio
n
s
o
f
d
iv
er
s
e
p
o
p
u
latio
n
s
,
o
n
e
ca
n
in
f
er
u
n
iv
er
s
al
p
r
in
cip
les
b
ased
o
n
th
e
d
ialec
tical
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
fess
io
n
a
l tra
in
in
g
o
f fu
tu
r
e
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
in
th
e
co
n
text
o
f Ka
z
a
kh
…
(
S
erikkh
a
n
Zh
u
z
ey
ev
)
4703
p
r
o
g
r
ess
io
n
f
r
o
m
th
e
g
e
n
er
al
to
th
e
s
p
ec
if
ic.
Ultim
ately
,
t
h
e
in
teg
r
atio
n
o
f
n
atio
n
al
cu
l
tu
r
e
’
s
co
n
te
n
t
an
d
m
eth
o
d
s
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
p
r
o
v
id
in
g
s
p
ir
itu
al
a
n
d
eth
ical
s
u
p
p
o
r
t
t
o
s
o
ciety
,
co
m
m
u
n
ities
,
an
d
in
d
iv
id
u
als
[
2
5
]
.
Mo
r
al
v
alu
es
ar
e
r
eg
a
r
d
ed
as
th
e
c
o
r
n
e
r
s
to
n
e
o
f
tr
ad
itio
n
al
p
ed
a
g
o
g
ical
cu
ltu
r
es
ac
r
o
s
s
n
atio
n
s
.
I
n
d
i
v
id
u
al
m
o
r
ality
is
p
iv
o
tal
in
ad
d
r
ess
in
g
n
u
m
er
o
u
s
co
n
tem
p
o
r
ar
y
g
lo
b
al
c
h
allen
g
es,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
d
ef
in
in
g
th
e
r
o
le
o
f
eth
n
o
p
s
y
ch
o
lo
g
ical
an
d
eth
n
o
p
ed
ag
o
g
ical
tr
ad
itio
n
s
in
teac
h
er
tr
ain
in
g
.
B
ec
au
s
e
o
f
th
is
im
p
o
r
tan
ce
,
th
e
r
esear
ch
aim
s
to
ad
v
an
ce
th
e
eth
n
o
p
e
d
ag
o
g
ical
an
d
eth
n
o
p
s
y
ch
o
lo
g
ical
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
o
f
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
o
n
p
ar
t
with
d
ev
elo
p
in
g
s
u
itab
le
p
r
o
f
ess
io
n
al
tr
ain
in
g
tech
n
iq
u
es
f
o
r
th
em
.
T
h
is
r
esear
ch
s
ig
n
if
ican
ce
lies
in
th
e
ex
p
lo
r
a
tio
n
o
f
th
e
r
o
le
o
f
eth
n
o
p
e
d
ag
o
g
y
in
f
o
s
ter
in
g
in
ter
cu
ltu
r
al
d
ialo
g
u
e
a
n
d
h
ar
n
e
s
s
in
g
th
e
p
o
ten
tial
o
f
eth
n
o
p
e
d
ag
o
g
ical
tr
ad
itio
n
s
in
cu
ltiv
atin
g
a
m
u
lticu
ltu
r
a
l
teac
h
er
p
er
s
o
n
a.
Fu
r
th
er
m
o
r
e,
th
e
r
esear
ch
id
en
tifie
s
th
e
im
p
o
r
tan
ce
o
f
eth
n
o
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
in
s
h
ap
in
g
th
e
eth
n
ic
co
m
p
o
n
en
t
with
in
th
e
co
n
ten
t
o
f
p
r
im
ar
y
ed
u
ca
tio
n
.
T
h
e
n
o
v
elty
o
f
th
is
r
esear
ch
lies
in
th
e
d
ev
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
o
f
a
p
r
o
f
ess
io
n
al
tr
ain
in
g
m
o
d
el
th
at
in
teg
r
ates
Kaz
ak
h
eth
n
o
p
s
y
c
h
o
lo
g
ical
ch
ar
ac
ter
is
tics
an
d
eth
n
o
p
e
d
ag
o
g
ical
tr
ad
itio
n
s
in
to
th
e
cu
r
r
icu
lu
m
f
o
r
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
th
at
h
as
n
o
t
b
ee
n
s
y
s
tem
atica
lly
ap
p
lied
o
r
ex
p
er
im
e
n
tally
v
alid
ated
in
p
r
ev
io
u
s
s
tu
d
ies.
T
h
e
r
esear
ch
ad
d
r
ess
es
s
ev
er
a
l
k
ey
r
esear
ch
q
u
esti
o
n
s
.
First,
it
ex
p
lo
r
es
wh
at
co
n
s
id
er
atio
n
s
m
o
d
er
n
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
s
h
o
u
ld
in
co
r
p
o
r
ate
in
to
th
eir
teac
h
in
g
co
n
ten
t.
Seco
n
d
,
it
ex
am
in
es
th
e
ch
ar
ac
ter
is
tics
o
f
ed
u
c
atio
n
g
r
o
u
n
d
ed
in
th
e
eth
n
o
p
s
y
ch
o
lo
g
ical
an
d
eth
n
o
p
e
d
ag
o
g
ical
tr
ad
itio
n
s
o
f
th
e
Kaz
ak
h
p
eo
p
le.
F
in
ally
,
it
in
v
esti
g
ates
h
o
w
to
as
s
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
o
r
g
an
izin
g
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
p
r
o
ce
s
s
in
th
is
co
n
tex
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
e
ex
p
er
im
en
tal
wo
r
k
in
v
o
l
v
in
g
p
r
o
s
p
ec
tiv
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
was
m
eticu
lo
u
s
l
y
p
lan
n
ed
an
d
ex
ec
u
ted
at
Ky
zy
l
o
r
d
a
Un
iv
er
s
ity
n
am
ed
af
ter
Ko
r
k
y
t
Ata.
I
t
h
as
b
ee
n
s
p
an
n
in
g
f
r
o
m
Feb
r
u
ar
y
2
8
,
2
0
2
3
,
to
Ma
y
5
,
2
0
2
3
.
T
h
e
r
esear
ch
m
eth
o
d
o
lo
g
y
en
c
o
m
p
ass
ed
th
e
u
tili
za
tio
n
o
f
an
aly
ti
ca
l
an
d
s
y
n
th
etic
tech
n
iq
u
es,
as
well
as
in
d
u
ctio
n
,
d
e
d
u
ctio
n
,
ab
s
tr
ac
tio
n
,
m
o
d
elin
g
f
o
r
th
e
s
tu
d
y
’
s
th
e
o
r
eti
ca
l
g
r
o
u
n
d
,
an
d
th
e
m
eth
o
d
o
f
p
e
d
ag
o
g
ical
ex
p
er
i
m
en
t,
u
s
ed
to
test
th
e
d
esig
n
ed
teac
h
er
tr
ain
in
g
tech
n
iq
u
es.
2
.
2
.
M
et
ho
ds
o
f
t
he
re
s
ea
rc
h
T
h
e
ar
ticle
f
ir
s
t
p
r
esen
ts
th
e
ev
o
lu
tio
n
o
f
eth
n
o
p
ed
a
g
o
g
ical
m
eth
o
d
o
l
o
g
y
b
y
ex
am
in
i
n
g
th
e
r
esear
ch
co
n
d
u
cte
d
b
y
Kaz
ak
h
an
d
in
te
r
n
atio
n
al
s
ch
o
lar
s
.
T
h
e
s
tu
d
y
o
n
th
e
m
eth
o
d
o
lo
g
y
o
f
eth
n
o
p
ed
ag
o
g
y
in
p
r
im
ar
y
ed
u
ca
tio
n
e
m
p
lo
y
e
d
an
an
aly
s
is
o
f
b
r
o
ad
s
cien
tific
r
esear
c
h
an
d
m
eth
o
d
o
lo
g
ical
s
tr
ateg
i
es
at
a
s
p
ec
ialized
s
cien
tific
lev
el.
I
t
d
etailed
t
h
e
am
alg
am
atio
n
o
f
ac
m
eo
l
o
g
ical,
s
y
s
tem
ic,
in
ter
d
is
cip
li
n
ar
y
,
p
er
s
o
n
al,
an
d
ac
tiv
e
ap
p
r
o
ac
h
es
at
a
co
m
p
r
eh
en
s
iv
e
s
cien
tific
lev
el.
B
ased
o
n
th
eo
r
etica
l
r
esear
ch
,
s
p
ec
ialized
elec
tiv
e
co
u
r
s
e
n
am
ed
“
d
ev
el
o
p
m
e
n
tal
an
d
p
ed
ag
o
g
ical
p
s
y
ch
o
lo
g
y
”
was
d
ev
is
ed
u
s
in
g
Kaz
ak
h
n
atio
n
al
eth
n
o
p
s
y
ch
o
lo
g
ical
f
ea
tu
r
es
an
d
eth
n
o
p
ed
ag
o
g
ical
tr
ad
itio
n
s
,
an
d
an
ex
p
er
im
e
n
t
was
co
n
d
u
cted
d
u
r
in
g
s
p
ec
if
ic
p
er
io
d
s
to
s
tr
ea
m
lin
e
th
e
tr
ain
in
g
p
r
o
ce
s
s
f
o
r
f
u
tu
r
e
p
r
im
a
r
y
s
ch
o
o
l
ed
u
ca
to
r
s
.
C
o
n
ten
t
v
alid
ity
was
en
s
u
r
ed
b
y
co
n
s
u
ltin
g
th
r
ee
u
n
iv
er
s
ity
ex
p
er
ts
in
eth
n
o
p
e
d
ag
o
g
y
an
d
p
s
y
ch
o
d
id
ac
tics
wh
o
r
ev
iewe
d
t
h
e
d
ev
elo
p
e
d
ass
ess
m
en
t
r
u
b
r
ics
f
o
r
ali
g
n
m
en
t
with
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
s
tan
d
a
r
d
s
.
I
n
s
tr
u
m
en
t
r
eliab
ilit
y
was
tes
ted
u
s
in
g
a
p
r
elim
in
ar
y
r
u
n
with
1
0
p
ar
ticip
an
ts
n
o
t
in
v
o
lv
ed
in
th
e
m
ai
n
ex
p
e
r
im
en
t,
y
ield
in
g
a
C
r
o
n
b
ac
h
’
s
alp
h
a
s
co
r
e
o
f
0
.
8
6
,
in
d
icatin
g
h
ig
h
in
ter
n
al
c
o
n
s
is
ten
cy
.
2
.
3
.
P
a
rt
icipa
nts
Par
ticip
an
ts
wer
e
ch
o
s
en
to
b
e
th
ir
d
-
y
ea
r
s
tu
d
e
n
ts
p
r
ep
ar
i
n
g
to
b
ec
o
m
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
,
en
g
ag
in
g
in
p
r
ac
tical
ac
tiv
i
ties
d
u
r
in
g
th
is
p
er
io
d
.
T
h
e
two
g
r
o
u
p
s
s
p
ec
ializin
g
in
“
p
e
d
ag
o
g
y
a
n
d
m
eth
o
d
o
l
o
g
y
o
f
p
r
im
a
r
y
ed
u
c
atio
n
”
wer
e
ch
o
s
en
f
o
r
th
e
ex
p
er
im
en
t:
th
e
ex
p
er
im
en
tal
g
r
o
u
p
(
n
=2
0
)
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
(
n
=2
0
)
.
T
h
e
ex
p
er
im
en
t,
s
tr
u
ct
u
r
ed
in
to
th
r
e
e
s
tag
es
(
d
iag
n
o
s
tic,
f
o
r
m
ativ
e,
an
d
s
u
m
m
ativ
e)
,
was
co
n
d
u
cted
o
v
er
a
4
-
m
o
n
th
p
er
io
d
with
in
th
e
f
ir
s
t
s
em
ester
.
T
h
e
s
am
p
le
s
ize
(
n
=
4
0
)
was
d
eter
m
i
n
ed
b
ased
o
n
th
e
f
ea
s
ib
ilit
y
an
d
f
o
cu
s
o
f
th
e
p
ilo
t
e
x
p
er
im
e
n
tal
s
tu
d
y
,
wh
ich
alig
n
s
with
th
e
r
e
co
m
m
en
d
atio
n
s
f
o
r
s
m
all
-
s
ca
le
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
[
2
1
]
.
Alth
o
u
g
h
lim
ited
in
s
ca
le,
s
u
ch
s
am
p
le
s
izes
ar
e
wid
ely
ac
ce
p
te
d
in
ed
u
ca
tio
n
al
ex
p
er
im
en
tal
r
esear
ch
an
d
ar
e
co
n
s
id
er
e
d
s
u
f
f
icien
t
f
o
r
d
etec
tin
g
s
tat
is
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
p
ed
ag
o
g
ical
in
t
er
v
en
tio
n
s
.
2
.
4
.
Resea
rc
h pro
ce
du
re
Du
r
in
g
th
e
d
ia
g
n
o
s
tic
p
h
ase
o
f
th
e
ex
p
er
im
en
tal
wo
r
k
,
w
h
ich
in
v
o
l
v
ed
m
o
n
ito
r
in
g
th
e
teac
h
in
g
p
r
o
ce
s
s
,
p
r
elim
in
ar
y
test
in
g
,
a
s
well
as
a
cu
r
r
icu
lu
m
tailo
r
e
d
to
th
e
s
tu
d
e
n
ts
’
p
r
o
f
ess
io
n
al
r
eq
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ir
em
e
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ts
wer
e
d
ev
is
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Sev
er
al
o
b
jectiv
es
wer
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also
estab
lis
h
ed
.
T
h
ese
in
clu
d
ed
th
e
d
ev
elo
p
m
en
t
o
f
a
s
p
ec
ialized
p
r
o
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a
m
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tr
ain
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n
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p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
,
th
e
s
elec
tio
n
o
f
m
ater
ia
ls
f
o
r
p
r
ac
tical
tr
ain
in
g
alo
n
g
with
th
e
co
n
d
u
ct
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
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2
2
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t
J
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&
R
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u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
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7
0
0
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th
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ac
tical
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g
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izatio
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f
a
p
r
a
ctica
l
co
u
r
s
e
f
o
r
th
e
ex
p
er
im
e
n
tal
s
tu
d
y
,
an
d
th
e
f
o
r
m
u
latio
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f
task
s
an
d
g
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i
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e
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es f
o
r
p
r
ac
tical
ap
p
licatio
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lim
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in
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wed
f
o
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th
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ass
ess
m
en
t
o
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th
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s
tu
d
e
n
ts
’
p
r
o
f
ess
io
n
al
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m
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eten
ce
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ef
o
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e
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h
e
im
p
lem
en
tatio
n
o
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th
e
d
ev
elo
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ed
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n
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q
u
e.
B
o
th
co
n
tr
o
l
g
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p
(
CG
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an
d
ex
p
er
im
en
tal
g
r
o
u
p
(
EG
)
wer
e
ev
alu
ated
b
ased
o
n
f
o
u
r
k
e
y
cr
iter
ia:
eth
n
o
-
cu
ltu
r
al
co
m
p
eten
ce
,
cr
ea
ti
v
ity
,
co
g
n
iti
v
e
co
m
p
eten
ce
,
a
n
d
s
u
b
ject
co
m
p
eten
ce
[
2
6
]
.
T
h
e
g
r
ad
es
g
i
v
en
wer
e
b
ased
o
n
th
e
co
m
p
r
eh
en
s
iv
e
e
v
alu
atio
n
o
f
th
eir
in
d
iv
i
d
u
al
ass
ig
n
m
en
ts
an
d
ac
tiv
e
p
ar
tic
ip
atio
n
in
d
is
cu
s
s
io
n
s
th
r
o
u
g
h
o
u
t
th
e
s
em
ester
,
as
well
as
co
m
p
letio
n
o
f
ca
s
e
task
s
,
s
elf
-
ass
e
s
s
m
en
ts
,
an
d
d
is
cu
s
s
io
n
s
o
n
less
o
n
to
p
ics.
T
h
e
f
o
r
m
ativ
e
p
h
ase
o
f
th
e
e
x
p
er
im
en
tal
r
esear
ch
was
s
tr
u
ctu
r
ed
ar
o
u
n
d
th
e
s
elec
tio
n
p
r
o
ce
s
s
an
d
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
p
r
o
f
e
s
s
io
n
al
tr
ain
in
g
p
r
o
g
r
am
f
o
r
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l
te
ac
h
er
s
,
f
o
c
u
s
in
g
o
n
Kaz
ak
h
eth
n
o
p
s
y
c
h
o
lo
g
ical
ch
ar
ac
ter
is
tics
an
d
eth
n
o
p
ed
ag
o
g
ical
tr
ad
itio
n
s
in
ac
co
r
d
an
ce
with
o
u
r
m
eth
o
d
o
l
o
g
y
.
W
ith
in
th
e
cl
ass
r
o
o
m
s
ettin
g
,
s
tu
d
en
ts
en
g
ag
ed
in
s
p
ec
ialized
to
p
ics,
ca
s
e
s
tu
d
ies,
an
d
d
is
cu
s
s
io
n
s
o
n
p
r
o
f
ess
io
n
al
is
s
u
es.
I
n
th
e
EG
,
s
tu
d
en
ts
wer
e
ass
ig
n
ed
s
p
ec
ial
in
d
ep
en
d
en
t
task
s
r
elate
d
to
th
e
ap
p
licatio
n
o
f
eth
n
o
-
c
u
ltu
r
al
tr
ad
itio
n
s
d
u
r
in
g
less
o
n
s
.
I
n
teg
r
ated
tech
n
o
lo
g
ies
wer
e
ex
ten
s
iv
ely
u
tili
ze
d
d
u
r
in
g
th
e
less
o
n
s
,
wh
er
ea
s
th
e
CG
p
r
im
ar
ily
e
m
p
lo
y
e
d
tr
ad
itio
n
al
m
eth
o
d
s
.
T
h
e
EG
f
ac
ilit
ated
th
e
s
y
s
tem
atic
in
teg
r
atio
n
o
f
k
n
o
wled
g
e
an
d
s
k
ills
with
in
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
,
s
p
ec
if
ic
ally
in
th
e
r
ea
lm
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
co
n
ce
r
n
i
n
g
“
eth
n
o
p
ed
a
g
o
g
y
an
d
m
eth
o
d
o
lo
g
y
o
f
p
r
im
ar
y
ed
u
ca
tio
n
.
”
Du
r
in
g
t
h
e
f
o
r
m
ativ
e
p
h
ase,
e
th
n
o
cu
ltu
r
al
tex
ts
wer
e
u
tili
ze
d
to
in
tr
o
d
u
ce
s
tu
d
en
ts
to
s
p
ec
if
ic
to
p
ics
th
r
o
u
g
h
a
tailo
r
ed
t
r
ain
in
g
p
r
o
g
r
am
,
em
p
h
asizin
g
t
h
e
p
r
a
ctica
l
s
ig
n
if
ican
ce
an
d
r
elev
an
ce
o
f
eth
n
o
s
in
ad
d
r
ess
in
g
k
ey
is
s
u
es
an
d
q
u
esti
o
n
s
d
u
r
in
g
th
e
c
o
u
r
s
e
o
f
s
tu
d
y
.
I
n
t
h
is
f
o
r
m
ativ
e
p
e
r
io
d
,
th
e
f
o
llo
win
g
o
b
jectiv
es
wer
e
estab
lis
h
ed
.
First,
co
n
d
u
ctin
g
tr
ain
i
n
g
s
ess
io
n
s
in
lectu
r
es
an
d
s
em
in
ar
s
,
an
d
f
o
r
m
u
latin
g
m
eth
o
d
o
l
o
g
ical
r
ec
o
m
m
e
n
d
at
io
n
s
b
ased
o
n
th
e
o
u
tc
o
m
es.
Seco
n
d
,
en
g
a
g
in
g
s
tu
d
en
ts
in
d
is
cu
s
s
io
n
s
o
n
s
p
ec
ialized
to
p
ics
to
p
r
ep
a
r
e
th
em
f
o
r
p
r
im
ar
y
ed
u
ca
tio
n
,
u
tili
zin
g
ed
u
ca
tio
n
al
m
ater
ials
.
T
h
e
s
p
ec
ialized
co
u
r
s
e
in
co
r
p
o
r
ated
teac
h
i
n
g
m
ater
ials
an
d
d
i
g
ital
r
eso
u
r
ce
s
to
s
tr
u
ctu
r
e
to
p
ics
f
o
r
s
em
i
n
ar
d
is
cu
s
s
io
n
s
an
d
in
d
ep
en
d
en
t
s
tu
d
en
t
ac
tiv
itie
s
.
Var
io
u
s
ef
f
ec
tiv
e
m
eth
o
d
s
an
d
tech
n
o
l
o
g
ies
s
u
ch
as
ca
s
e
s
tu
d
ies,
tex
tu
al
an
aly
s
is
,
co
g
n
itiv
e
ex
er
cises
,
eth
n
o
-
cu
ltu
r
al
co
m
p
eten
ce
d
ev
elo
p
m
en
t,
an
d
f
o
s
ter
in
g
cr
ea
tiv
ity
wer
e
em
p
lo
y
ed
.
Ou
r
ap
p
r
o
ac
h
em
p
h
asized
th
e
ex
ten
s
iv
e
u
s
e
o
f
d
ig
ital
r
eso
u
r
ce
s
to
ad
d
r
ess
th
e
lim
itatio
n
s
o
f
co
m
m
u
n
icativ
e
s
ettin
g
s
with
in
th
e
r
ea
lm
o
f
p
r
o
f
ess
io
n
al
an
d
ac
ad
em
ic
k
n
o
wled
g
e
ex
c
h
an
g
e.
T
o
r
ed
u
ce
th
e
ef
f
ec
t
o
f
p
o
te
n
tial
co
n
f
o
u
n
d
i
n
g
v
ar
iab
les,
b
o
th
g
r
o
u
p
s
wer
e
m
atch
e
d
i
n
ter
m
s
o
f
ac
ad
em
ic
lev
el,
p
r
io
r
teac
h
i
n
g
ex
p
er
ien
ce
,
a
n
d
d
em
o
g
r
a
p
h
ic
b
ac
k
g
r
o
u
n
d
.
T
ea
c
h
in
g
s
ch
ed
u
les,
in
s
tr
u
cto
r
s
,
an
d
ass
ess
m
en
t
co
n
d
itio
n
s
we
r
e
h
eld
c
o
n
s
tan
t
ac
r
o
s
s
g
r
o
u
p
s
,
with
th
e
o
n
l
y
d
if
f
er
en
ce
b
ei
n
g
th
e
p
ed
a
g
o
g
ical
co
n
ten
t.
T
h
e
d
esig
n
f
o
llo
ws
b
est
p
r
ac
tices
f
o
r
m
in
im
izin
g
b
ias
in
ed
u
ca
tio
n
al
in
ter
v
en
t
io
n
s
.
At
th
e
f
in
al,
s
u
m
m
ativ
e
s
tag
e
o
f
th
e
ex
p
e
r
im
en
t
we
co
n
d
u
cted
f
in
al
ass
es
s
m
en
t
o
f
th
e
two
g
r
o
u
p
s
an
d
co
m
p
ar
e
d
th
e
r
esu
lts
o
f
b
o
th
p
r
elim
in
ar
y
a
n
d
f
in
al
test
s
to
ev
alu
ate
th
e
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
b
ased
o
n
f
o
u
r
k
ey
cr
iter
ia.
Fin
al
g
r
a
d
es
wer
e
d
eter
m
in
e
d
in
a
s
im
ilar
m
an
n
er
o
f
th
e
p
r
ev
io
u
s
p
r
elim
in
ar
y
test
in
g
,
an
d
r
es
u
lts
th
en
wer
e
c
o
m
p
ar
e
d
to
d
eter
m
in
e
t
h
e
ef
f
ec
ti
v
en
ess
o
f
th
e
d
is
cu
s
s
ed
tech
n
iq
u
e.
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
co
m
p
ar
e
d
p
r
e
-
an
d
p
o
s
t
-
test
s
co
r
es
b
etwe
en
th
e
EG
an
d
CG
to
ass
ess
tr
ain
in
g
ef
f
ec
tiv
en
ess
.
I
m
p
r
o
v
em
en
t
s
co
r
es
wer
e
ca
lcu
lated
b
y
s
u
b
tr
ac
tin
g
p
r
e
-
test
f
r
o
m
p
o
s
t
-
te
s
t
s
co
r
es
f
o
r
ea
ch
co
m
p
eten
cy
ar
ea
.
A
p
air
ed
t
-
test
m
ea
s
u
r
ed
ch
an
g
es with
in
g
r
o
u
p
s
,
an
d
a
n
in
d
ep
en
d
en
t t
-
te
s
t c
o
m
p
ar
ed
r
esu
lts
b
etwe
en
g
r
o
u
p
s
,
with
s
ig
n
i
f
ican
ce
s
et
at
p
<0
.
0
5
.
Qu
a
litativ
e
o
b
s
er
v
atio
n
s
also
p
r
o
v
id
ed
c
o
n
tex
t
to
q
u
an
titativ
e
f
in
d
i
n
g
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
eth
n
o
p
e
d
ag
o
g
ical
p
r
o
f
ici
en
cy
o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
s
er
v
es
as
th
e
c
o
r
n
e
r
s
to
n
e
f
o
r
cu
ltiv
atin
g
r
e
g
io
n
al
a
n
d
i
n
ter
cu
ltu
r
al
co
m
p
eten
cies.
Si
m
u
ltan
eo
u
s
ly
,
th
e
p
r
im
ar
y
e
d
u
ca
tio
n
p
r
o
ce
s
s
is
in
tr
icate
ly
lin
k
ed
with
th
e
eth
n
o
cu
ltu
r
al
s
tu
d
ies
an
d
tr
ad
itio
n
s
o
f
v
ar
io
u
s
co
m
m
u
n
ities
.
I
t
is
im
p
er
ativ
e
to
d
elin
ea
te
th
e
r
o
le
o
f
et
h
n
o
p
ed
ag
o
g
ical
e
d
u
ca
tio
n
in
s
h
a
p
in
g
th
e
eth
n
ic
co
m
p
o
n
en
t
with
in
th
e
f
r
am
ewo
r
k
o
f
h
ig
h
er
p
e
d
ag
o
g
ical
ed
u
ca
ti
o
n
f
o
r
asp
ir
in
g
p
r
im
ar
y
s
ch
o
o
l
ed
u
ca
to
r
s
.
T
h
e
in
te
g
r
ativ
e
ess
en
ce
o
f
eth
n
o
p
e
d
ag
o
g
y
f
ac
ilit
ates
its
en
g
ag
e
m
en
t
with
a
b
r
o
ad
s
p
ec
tr
u
m
o
f
s
cien
tific
d
is
cip
lin
es,
in
clu
d
in
g
eth
n
o
lo
g
y
,
eth
n
o
p
s
y
ch
o
l
o
g
y
,
eth
n
o
p
o
liti
cs,
eth
n
o
s
o
cio
lo
g
y
,
eth
n
o
co
n
f
licto
lo
g
y
,
r
elig
io
u
s
s
tu
d
ies,
h
is
to
r
y
,
an
d
eth
n
o
ec
o
lo
g
y
.
B
ased
o
n
t
h
is
,
th
e
co
n
ten
t
o
f
th
e
d
e
v
elo
p
e
d
elec
tiv
e
co
u
r
s
e
“
d
ev
elo
p
m
en
t
al
an
d
p
ed
a
g
o
g
ical
p
s
y
ch
o
lo
g
y
”
is
o
u
tlin
ed
in
T
ab
le
1
,
in
co
r
p
o
r
atin
g
k
ey
th
em
es
an
d
m
eth
o
d
o
lo
g
ies
p
r
o
p
o
s
e
d
b
y
lo
ca
l
s
ch
o
lar
s
in
th
e
f
ield
o
f
eth
n
o
p
ed
a
g
o
g
y
an
d
et
h
n
o
p
s
y
ch
o
lo
g
ical
in
teg
r
atio
n
,
e
m
p
h
asizin
g
in
ter
d
is
cip
lin
ar
y
co
m
m
u
n
icatio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
fess
io
n
a
l tra
in
in
g
o
f fu
tu
r
e
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
in
th
e
co
n
text
o
f Ka
z
a
kh
…
(
S
erikkh
a
n
Zh
u
z
ey
ev
)
4705
T
ab
le
1
.
C
o
n
ten
t
o
f
eth
n
o
p
e
d
a
g
o
g
ical
co
u
r
s
e
“
d
ev
elo
p
m
en
ta
l a
n
d
p
e
d
ag
o
g
ical
p
s
y
ch
o
lo
g
y
”
f
o
r
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
N
o
.
C
o
n
t
e
n
t
a
r
e
a
C
o
n
t
e
n
t
d
e
s
c
r
i
p
t
i
o
n
1
Th
e
o
r
y
a
n
d
me
t
h
o
d
o
l
o
g
y
o
f
e
t
h
n
o
p
e
d
a
g
o
g
y
P
r
i
mary
e
d
u
c
a
t
i
o
n
sy
s
t
e
m
;
b
a
si
c
s
o
f
e
t
h
n
o
p
e
d
a
g
o
g
y
;
e
t
h
n
o
p
sy
c
h
o
l
o
g
i
c
a
l
p
r
i
n
c
i
p
l
e
s
o
f
t
e
a
c
h
i
n
g
.
2
Ed
u
c
a
t
i
o
n
a
n
d
t
r
a
i
n
i
n
g
o
f
sc
h
o
o
l
c
h
i
l
d
r
e
n
a
n
d
y
o
u
t
h
t
h
r
o
u
g
h
e
t
h
n
o
p
e
d
a
g
o
g
y
a
n
d
e
t
h
n
o
c
u
l
t
u
r
a
l
t
o
o
l
s
W
a
y
s
o
f
t
e
a
c
h
i
n
g
e
t
h
n
o
p
e
d
a
g
o
g
i
c
a
l
t
r
a
d
i
t
i
o
n
s
;
e
t
h
n
o
p
s
y
c
h
o
l
o
g
i
c
a
l
n
a
t
u
r
e
o
f
l
e
ss
o
n
p
l
a
n
n
i
n
g
f
o
r
p
r
i
m
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s
.
3
Et
h
n
o
p
e
d
a
g
o
g
i
c
a
l
p
r
e
p
a
r
a
t
i
o
n
o
f
t
h
e
t
e
a
c
h
e
r
f
o
r
p
r
i
mary
sc
h
o
o
l
S
e
l
e
c
t
i
o
n
o
f
st
u
d
y
ma
t
e
r
i
a
l
s;
t
e
a
c
h
i
n
g
met
h
o
d
s a
n
d
me
t
h
o
d
s i
n
p
r
i
m
a
r
y
s
c
h
o
o
l
s
o
f
K
a
z
a
k
h
s
t
a
n
;
a
c
o
mp
e
t
e
n
c
y
-
b
a
s
e
d
a
p
p
r
o
a
c
h
.
4
C
o
m
p
a
r
a
t
i
v
e
a
s
p
e
c
t
s
o
f
e
t
h
n
o
p
e
d
a
g
o
g
y
P
r
i
mary
e
d
u
c
a
t
i
o
n
sy
s
t
e
m
o
f
t
h
e
R
e
p
u
b
l
i
c
o
f
K
a
z
a
k
h
st
a
n
;
e
t
h
n
o
p
e
d
a
g
o
g
i
c
a
l
f
e
a
t
u
r
e
s
i
n
p
r
i
mary
e
d
u
c
a
t
i
o
n
;
d
i
r
e
c
t
i
o
n
s
o
f
e
t
h
n
o
p
s
y
c
h
o
l
o
g
y
;
p
s
y
c
h
o
l
o
g
y
o
f
c
h
i
l
d
r
e
n
o
f
p
r
i
mar
y
sc
h
o
o
l
a
g
e
.
5
A
sp
e
c
t
s
o
f
e
t
h
n
o
p
e
d
a
g
o
g
y
a
n
d
e
t
h
n
o
p
sy
c
h
o
l
o
g
i
c
a
l
i
n
t
e
g
r
a
t
i
o
n
C
l
a
s
ses
o
n
e
x
c
h
a
n
g
e
o
f
p
r
o
f
e
ssi
o
n
a
l
e
x
p
e
r
i
e
n
c
e
;
t
e
a
c
h
i
n
g
K
a
z
a
k
h
c
u
l
t
u
r
e
a
n
d
t
r
a
d
i
t
i
o
n
s
:
si
g
h
t
s
;
m
e
t
h
o
d
o
l
o
g
y
o
f
“
w
o
r
k
b
o
o
k
”
a
n
d
“
m
o
n
i
t
o
r
i
n
g
d
i
a
r
y
”
.
6
Et
h
n
o
p
e
d
a
g
o
g
y
a
n
d
e
t
h
n
o
p
sy
c
h
o
l
o
g
i
c
a
l
p
r
i
n
c
i
p
l
e
s
o
f
t
e
a
c
h
i
n
g
G
e
n
e
r
a
l
s
c
i
e
n
t
i
f
i
c
me
t
h
o
d
s
a
n
d
p
r
i
n
c
i
p
l
e
s
o
f
w
o
r
l
d
s
t
u
d
i
e
s
t
e
a
c
h
i
n
g
met
h
o
d
o
l
o
g
y
.
7
Et
h
n
o
p
e
d
a
g
o
g
y
a
n
d
e
t
h
n
o
p
sy
c
h
o
l
o
g
i
c
a
l
a
p
p
r
o
a
c
h
e
s
G
e
n
e
r
a
l
s
c
i
e
n
t
i
f
i
c
me
t
h
o
d
s
a
n
d
p
r
i
n
c
i
p
l
e
s
o
f
w
o
r
l
d
s
t
u
d
i
e
s
t
e
a
c
h
i
n
g
met
h
o
d
o
l
o
g
y
;
o
r
g
a
n
i
z
a
t
i
o
n
o
f
o
u
t
-
of
-
c
l
a
ss
w
o
r
k
o
n
e
t
h
n
o
-
c
u
l
t
u
r
a
l
t
o
p
i
c
s;
o
r
g
a
n
i
z
a
t
i
o
n
o
f
t
h
e
su
b
j
e
c
t
“
me
t
h
o
d
o
l
o
g
y
o
f
t
e
a
c
h
i
n
g
t
h
e
su
b
j
e
c
t
o
f
w
o
r
l
d
st
u
d
i
e
s
”
.
8
Te
c
h
n
o
l
o
g
i
e
s
a
n
d
m
e
a
n
s
o
f
t
r
a
i
n
i
n
g
c
o
n
si
d
e
r
i
n
g
e
t
h
n
o
p
e
d
a
g
o
g
y
a
n
d
e
t
h
n
o
p
sy
c
h
o
l
o
g
i
c
a
l
p
r
i
n
c
i
p
l
e
s
Tr
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s
:
c
o
mm
u
n
i
c
a
t
i
v
e
met
h
o
d
s
;
i
n
n
o
v
a
t
i
v
e
me
t
h
o
d
s:
I
C
T
.
Le
a
r
n
i
n
g
t
e
c
h
n
o
l
o
g
i
e
s
i
n
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
.
9
P
sy
c
h
o
l
o
g
i
c
a
l
a
n
d
p
e
d
a
g
o
g
i
c
a
l
f
o
u
n
d
a
t
i
o
n
s
o
f
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
Et
h
n
o
p
e
d
a
g
o
g
i
c
a
l
f
e
a
t
u
r
e
s
i
n
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
;
d
i
r
e
c
t
i
o
n
s
o
f
e
t
h
n
o
p
sy
c
h
o
l
o
g
y
;
p
s
y
c
h
o
l
o
g
y
o
f
c
h
i
l
d
r
e
n
o
f
p
r
i
mar
y
s
c
h
o
o
l
a
g
e
.
10
Et
h
n
o
c
u
l
t
u
r
a
l
a
s
p
e
c
t
o
f
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
Ta
sk
s
o
f
t
e
a
c
h
i
n
g
m
e
t
h
o
d
o
l
o
g
y
o
f
w
o
r
l
d
st
u
d
i
e
s;
p
r
e
s
e
n
t
a
t
i
o
n
s
f
o
r
sci
e
n
t
i
f
i
c
c
o
n
f
e
r
e
n
c
e
s;
a
n
a
l
y
s
i
s
o
f
a
t
y
p
i
c
a
l
p
r
o
g
r
a
m
o
n
t
h
e
s
u
b
j
e
c
t
“
w
o
r
l
d
s
t
u
d
i
e
s
”
f
o
r
g
r
a
d
e
s
1
-
4
o
f
p
r
i
mar
y
e
d
u
c
a
t
i
o
n
.
Fo
llo
win
g
th
e
n
o
r
m
s
o
f
h
ig
h
er
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
a
n
d
th
e
wo
r
k
cu
r
r
icu
lu
m
,
v
ar
io
u
s
f
o
r
m
s
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
wer
e
i
m
p
lem
en
ted
with
s
tu
d
en
ts
.
Firstl
y
,
th
ese
in
clu
d
ed
f
ac
ilit
atin
g
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es
th
r
o
u
g
h
lect
u
r
es,
s
e
m
in
ar
s
,
an
d
p
r
ac
tical
class
es.
Fu
r
th
er
m
o
r
e
,
s
tu
d
e
n
ts
wer
e
en
co
u
r
ag
e
d
to
en
g
ag
e
in
in
d
ep
e
n
d
en
t
wo
r
k
an
d
ac
tiv
ely
p
ar
ticip
ate
in
co
llab
o
r
ati
v
e
p
r
o
jects
u
n
d
er
th
e
g
u
id
an
c
e
o
f
in
s
tr
u
ct
o
r
s
.
I
n
ad
d
itio
n
,
in
d
iv
i
d
u
al,
g
r
o
u
p
,
a
n
d
co
llectiv
e
tr
ain
in
g
s
ess
io
n
s
wer
e
o
r
g
an
ized
to
en
h
an
ce
lear
n
in
g
o
u
tco
m
es.
Mo
r
eo
v
er
,
liter
atu
r
e
was
em
p
lo
y
ed
to
tr
ain
f
u
t
u
r
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
an
d
s
u
p
p
o
r
t
th
e
teac
h
in
g
o
f
s
u
b
jects
in
p
r
im
ar
y
e
d
u
ca
tio
n
.
Similar
ly
,
ed
u
ca
tio
n
al
m
at
er
ials
wer
e
ca
r
ef
u
lly
id
e
n
tifie
d
an
d
e
v
alu
ated
to
co
n
tr
ib
u
te
to
ef
f
ec
tiv
e
k
n
o
wled
g
e
ac
q
u
is
itio
n
in
p
r
im
ar
y
s
ch
o
o
l
ed
u
ca
tio
n
.
Fin
ally
,
p
ed
a
g
o
g
ical
tech
n
o
lo
g
ies
wer
e
d
em
o
n
s
tr
ated
to
f
am
iliar
ize
s
tu
d
en
ts
with
ef
f
ec
tiv
e
teac
h
in
g
m
eth
o
d
o
lo
g
ie
s
.
Ov
er
all,
th
ese
co
m
p
r
eh
e
n
s
iv
e
ef
f
o
r
ts
aim
ed
to
en
s
u
r
e
a
well
-
r
o
u
n
d
e
d
an
d
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
ex
p
e
r
ie
n
ce
[
2
7
]
,
[
2
8
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
m
eth
o
d
o
lo
g
y
was
p
r
o
v
e
n
wh
ile
co
m
p
ar
in
g
th
e
r
esu
lts
o
f
t
h
e
p
r
elim
in
ar
y
a
n
d
f
in
al
test
in
g
.
T
h
e
av
er
a
g
e
r
es
u
lt
o
f
th
e
p
r
elim
in
ar
y
test
s
o
n
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
f
o
r
b
o
th
g
r
o
u
p
s
was
8
4
%.
I
n
itially
,
at
th
e
c
o
m
m
en
ce
m
en
t
o
f
th
e
d
ia
g
n
o
s
tic
p
er
i
o
d
,
t
h
e
p
er
f
o
r
m
an
ce
in
d
icato
r
s
alig
n
ed
with
f
o
u
r
k
ey
cr
iter
ia
wer
e
s
im
ilar
,
as in
s
h
o
wn
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Pre
-
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x
p
er
im
e
n
tal
in
d
icato
r
s
o
f
p
r
o
f
ess
io
n
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co
m
p
et
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ce
83%
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85%
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u
l
t
u
r
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l
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o
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e
EG
CG
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
7
0
0
-
4
7
1
0
4706
B
ased
o
n
th
e
ev
alu
atio
n
o
f
tes
tin
g
o
u
tco
m
es
b
y
th
e
teac
h
er
s
an
d
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
t
s
’
s
u
b
ject
k
n
o
wled
g
e,
co
g
n
itiv
e
a
b
ilit
ies,
cr
ea
tiv
ity
,
a
n
d
et
h
n
o
-
cu
ltu
r
al
p
r
o
f
icien
cy
,
th
e
alter
atio
n
s
n
o
ted
in
th
e
p
o
s
t
-
ex
p
er
im
en
t
ev
alu
atio
n
wer
e
o
b
s
er
v
ed
.
Fig
u
r
e
2
illu
s
tr
ates
th
at
th
e
p
er
f
o
r
m
an
ce
in
all
f
o
u
r
cr
iter
ia
f
o
r
th
e
E
G
s
tead
ily
im
p
r
o
v
ed
,
r
ea
ch
in
g
an
av
er
ag
e
v
al
u
e
o
f
ar
o
u
n
d
9
1
%.
Ad
d
itio
n
ally
,
th
e
r
esu
lts
o
f
th
e
EG
s
tu
d
en
ts
wer
e
5
%
an
d
7
%
h
ig
h
er
co
m
p
ar
ed
to
t
h
e
CG
s
tu
d
en
ts
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
o
u
tco
m
es
d
ep
icted
in
Fig
u
r
e
2
h
ig
h
lig
h
t
th
e
ef
f
icac
y
o
f
th
e
co
u
r
s
e
p
r
o
g
r
am
g
r
o
u
n
d
ed
in
th
e
estab
lis
h
ed
m
eth
o
d
o
lo
g
y
i
n
en
h
an
ci
n
g
s
tu
d
en
ts
’
p
r
o
f
ess
io
n
al
co
m
p
e
ten
ce
.
T
h
e
r
esu
lts
o
f
th
e
ex
p
er
im
en
tal
wo
r
k
s
in
d
icate
d
t
h
at
th
e
cr
iter
ia
f
o
r
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
we
a
d
h
er
ed
to
wer
e
i
n
f
lu
en
ce
d
b
y
th
e
s
lig
h
tly
s
u
p
er
io
r
p
e
r
f
o
r
m
a
n
ce
o
f
th
e
EG
.
T
h
e
d
is
tin
ctiv
e
n
atu
r
e
o
f
e
d
u
ca
ti
o
n
r
o
o
ted
in
th
e
eth
n
o
p
s
y
c
h
o
lo
g
ical
an
d
eth
n
o
p
e
d
ag
o
g
ic
al
tr
ad
itio
n
s
o
f
th
e
Kaz
ak
h
p
eo
p
le
with
in
p
r
im
a
r
y
ed
u
ca
tio
n
is
clo
s
ely
lin
k
ed
to
th
e
em
p
h
asis
p
lace
d
in
s
tate
p
r
o
g
r
a
m
s
an
d
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
.
T
h
e
o
r
g
an
izatio
n
o
f
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
p
r
o
ce
s
s
f
o
r
f
u
t
u
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
h
ig
h
lig
h
ted
th
e
n
ec
e
s
s
ity
f
o
r
s
p
ec
ialized
m
eth
o
d
o
lo
g
ies
an
d
p
r
o
g
r
am
s
to
ev
alu
ate
ef
f
ec
tiv
en
ess
,
u
n
d
er
s
co
r
i
n
g
t
h
e
s
ig
n
if
ican
ce
o
f
th
e
r
esear
ch
p
r
o
b
lem
.
T
h
er
ef
o
r
e,
t
h
e
r
o
le
o
f
a
c
o
n
tem
p
o
r
ar
y
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
is
s
h
ap
ed
b
y
th
e
in
tr
icac
y
o
f
th
eir
r
esp
o
n
s
ib
ilit
ies
in
in
s
tr
u
ctin
g
an
d
n
u
r
tu
r
i
n
g
th
e
y
o
u
n
g
er
g
en
er
ati
o
n
[
2
9
]
.
Fig
u
r
e
2
.
I
n
d
icato
r
o
f
p
r
o
f
ess
i
o
n
al
co
m
p
eten
ce
in
th
e
p
o
s
t
-
e
x
p
er
im
en
t
p
er
io
d
I
n
a
d
iv
er
s
e
n
atio
n
lik
e
Kaz
ak
h
s
tan
,
th
e
cu
r
r
en
t
c
h
allen
g
e
o
f
p
r
eser
v
i
n
g
o
u
r
in
d
ig
e
n
o
u
s
n
atio
n
al
cu
ltu
r
e
an
d
u
p
h
o
ld
in
g
g
lo
b
al
cu
ltu
r
al
h
e
r
itag
e
wh
ile
s
af
e
g
u
ar
d
in
g
th
e
d
is
tin
ctiv
en
ess
o
f
e
ac
h
eth
n
ic
g
r
o
u
p
is
b
ein
g
ad
d
r
ess
ed
th
r
o
u
g
h
th
e
i
n
teg
r
atio
n
o
f
an
eth
n
ic
co
m
p
o
n
en
t
in
t
o
th
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
.
T
h
e
eth
n
ic
elem
en
t
with
in
h
ig
h
er
p
e
d
ag
o
g
ical
ed
u
ca
tio
n
em
b
o
d
ies
a
co
m
p
lex
h
u
m
a
n
itar
ian
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
th
at
is
in
h
er
en
tly
lin
k
ed
to
th
e
c
u
ltiv
atio
n
o
f
et
h
n
ic
s
elf
-
awa
r
e
n
e
s
s
.
I
n
a
m
u
lti
-
eth
n
ic
s
o
ciety
,
th
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
’
s
r
o
le
is
ce
n
ter
ed
o
n
u
tili
zin
g
th
e
n
o
b
le
tr
ad
itio
n
s
o
f
ed
u
ca
tin
g
p
ast
g
en
er
ati
o
n
s
,
in
co
r
p
o
r
atin
g
p
r
in
cip
les
o
f
f
o
lk
p
ed
ag
o
g
y
,
an
d
in
teg
r
atin
g
eth
n
ic
v
alu
es
in
to
ch
ar
ac
ter
d
ev
elo
p
m
en
t
[
3
0
]
.
T
h
is
f
o
r
m
s
th
e
f
o
u
n
d
atio
n
o
f
th
e
h
u
m
a
n
is
tic
p
er
s
p
ec
tiv
e
o
f
th
e
eth
n
ic
el
em
en
t
with
in
ed
u
ca
tio
n
al
co
n
ten
t.
Fu
r
th
er
m
o
r
e,
with
in
p
r
im
ar
y
e
d
u
ca
tio
n
,
a
s
er
ies
o
f
d
id
ac
tic
u
n
its
ar
e
p
r
esen
ted
b
ased
o
n
a
s
tr
u
ctu
r
e
d
s
et
o
f
p
r
in
ci
p
les.
T
o
d
ay
,
p
r
im
ar
y
s
ch
o
o
lin
g
s
er
v
es
n
o
t
o
n
l
y
as
a
f
ac
to
r
i
n
s
h
ap
in
g
an
in
d
iv
id
u
al
’
s
co
n
s
cio
u
s
n
ess
b
u
t
also
as
a
ca
taly
s
t f
o
r
in
d
iv
i
d
u
al
d
e
v
el
o
p
m
en
t.
B
ey
o
n
d
its
u
n
iq
u
e
n
atio
n
al
m
an
if
estatio
n
s
,
eth
n
o
p
e
d
ag
o
g
y
en
co
m
p
ass
es
u
n
iv
er
s
al
ed
u
ca
tio
n
al
tr
ad
itio
n
s
th
at
s
h
ar
e
s
im
ilar
co
r
e
p
r
in
cip
les.
W
e
b
eliev
e
th
at
eth
n
o
p
ed
a
g
o
g
y
tr
a
n
s
ce
n
d
s
th
e
s
p
ec
if
ic
ex
p
er
ien
ce
s
o
f
in
d
iv
i
d
u
al
eth
n
ic
g
r
o
u
p
s
.
Stu
d
y
b
y
Do
k
u
c
h
ay
ev
a
et
a
l.
[
5
]
h
i
g
h
lig
h
ted
th
e
u
n
i
v
er
s
ality
o
f
eth
n
o
p
e
d
ag
o
g
y
,
r
ef
er
r
in
g
to
it
as
“
d
is
p
er
s
iv
e
eth
n
o
p
e
d
ag
o
g
y
.
”
T
h
e
s
tu
d
y
em
p
h
asized
co
n
ce
p
ts
s
u
ch
as
“
p
an
s
o
p
h
is
m
,
”
wh
ich
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8
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2
2
P
r
o
fess
io
n
a
l tra
in
in
g
o
f fu
tu
r
e
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
in
th
e
co
n
text
o
f Ka
z
a
kh
…
(
S
erikkh
a
n
Zh
u
z
ey
ev
)
4707
in
f
lu
en
ce
d
b
y
th
e
s
o
cio
-
p
o
liti
ca
l
d
y
n
am
ics
o
f
m
u
lticu
ltu
r
al
s
o
cieties,
wh
er
e
th
e
co
ex
is
ten
ce
an
d
h
ar
m
o
n
io
u
s
in
ter
ac
tio
n
o
f
d
iv
er
s
e
eth
n
ic
a
n
d
cu
ltu
r
al
g
r
o
u
p
s
ar
e
ess
en
tial f
o
r
p
ea
ce
f
u
l liv
in
g
.
A
d
iv
er
s
e
ap
p
r
o
ac
h
to
f
o
l
k
p
ed
ag
o
g
y
in
v
o
lv
es
ex
am
in
in
g
th
e
d
is
tin
ct
ch
ar
ac
ter
is
ti
cs
o
f
th
e
p
ed
ag
o
g
ical
cu
ltu
r
es
o
f
v
ar
i
o
u
s
n
atio
n
s
[
3
1
]
.
T
h
e
ed
u
ca
tio
n
a
l
v
alu
e
o
f
p
r
o
g
r
ess
iv
e
n
atio
n
al
ed
u
ca
tio
n
al
tr
aits
lies
in
th
eir
ab
ilit
y
t
o
co
u
n
te
r
ac
t
n
atio
n
al
is
o
latio
n
.
As
K
az
ak
h
s
tan
in
teg
r
ates
in
t
o
th
e
g
lo
b
al
ed
u
ca
tio
n
al
ar
en
a,
th
er
e
is
a
p
r
ess
in
g
n
e
ed
to
ad
d
r
ess
th
e
th
eo
r
etica
l
asp
ec
ts
o
f
cu
ltiv
atin
g
a
m
u
lticu
ltu
r
al
id
en
tity
in
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
em
p
h
asizin
g
to
ler
a
n
ce
an
d
p
r
ac
tical
tr
ain
in
g
.
T
h
is
en
d
ea
v
o
r
is
ch
ar
ac
te
r
ized
b
y
s
h
ar
e
d
in
te
r
d
is
cip
lin
ar
y
co
n
n
ec
tio
n
s
a
n
d
r
esear
ch
c
h
allen
g
es,
in
f
l
u
en
ce
d
n
o
t
o
n
ly
b
y
eth
n
o
p
e
d
ag
o
g
y
b
u
t
also
b
y
eth
n
o
p
s
y
c
h
o
lo
g
y
.
T
h
e
u
n
iv
e
r
s
al
eth
ical
p
r
in
ci
p
les
o
f
eth
n
o
p
ed
ag
o
g
y
,
al
o
n
g
with
th
e
ex
p
lo
r
atio
n
o
f
eth
n
o
p
e
d
ag
o
g
ical
ch
ar
ac
ter
is
t
ics
with
in
s
p
ec
if
ic
eth
n
ic
g
r
o
u
p
s
,
u
n
d
e
r
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
a
m
u
lticu
ltu
r
al
p
er
s
p
ec
tiv
e.
Se
v
er
al
r
esear
ch
es
[
3
2
]
–
[
3
4
]
h
ig
h
lig
h
t
v
ar
io
u
s
is
s
u
es
r
elate
d
to
teac
h
er
s
h
o
r
tag
es,
in
clu
d
in
g
d
ef
icits
in
s
p
ec
if
ic
s
u
b
jects,
a
lack
o
f
y
o
u
n
g
p
r
o
f
ess
io
n
als,
a
d
ec
lin
e
in
m
ale
teac
h
er
s
,
an
d
a
s
ig
n
if
ican
t n
u
m
b
er
o
f
ed
u
ca
to
r
s
n
ea
r
in
g
r
etir
em
en
t,
i
n
clu
d
i
n
g
p
r
im
a
r
y
s
ch
o
o
l te
ac
h
er
s
.
R
esear
ch
b
y
J
u
s
s
lin
et
a
l
.
[
3
5
]
h
ig
h
lig
h
ted
th
e
n
ascen
t
s
tag
e
o
f
eth
n
o
m
eth
o
d
o
l
o
g
y
as
a
n
in
teg
r
ativ
e
f
ield
o
f
k
n
o
wled
g
e.
T
h
e
m
e
th
o
d
o
lo
g
y
o
f
et
h
n
o
p
ed
ag
o
g
y
is
r
eg
ar
d
ed
as
a
d
is
tin
ctiv
e
co
m
p
o
n
e
n
t
with
in
eth
n
o
m
eth
o
d
o
lo
g
y
.
R
en
o
wn
e
d
Kaz
ak
h
s
cien
tis
t
an
d
eth
n
o
p
ed
ag
o
g
u
e,
H
o
lan
d
a
et
a
l
.
[
1
5
]
em
p
h
asized
th
at
th
e
m
eth
o
d
o
l
o
g
y
o
f
eth
n
o
p
ed
a
g
o
g
y
in
teg
r
ates
f
u
n
d
am
en
tal
th
e
o
r
etica
l
p
r
in
ci
p
les
f
r
o
m
v
ar
i
o
u
s
m
o
d
er
n
s
cien
tific
d
is
cip
lin
es
s
u
ch
as
eth
n
o
p
h
ilo
s
o
p
h
y
,
cu
ltu
r
al
s
tu
d
ies,
eth
n
o
p
s
y
ch
o
lo
g
y
,
eth
n
o
s
o
ci
o
lo
g
y
,
an
d
g
en
e
r
al
p
ed
ag
o
g
y
.
Nu
m
e
r
o
u
s
s
ch
o
lar
s
ad
v
o
ca
te
th
at
th
e
ess
en
ce
o
f
eth
n
o
p
e
d
ag
o
g
ical
ed
u
ca
t
io
n
s
h
o
u
ld
n
o
t
b
e
co
n
f
in
ed
to
ed
u
ca
tio
n
al
-
ce
n
tr
i
c
ap
p
r
o
ac
h
es
b
u
t
s
h
o
u
ld
in
s
te
ad
f
o
cu
s
o
n
s
h
a
p
in
g
a
c
o
m
p
r
e
h
en
s
iv
e
p
e
r
s
o
n
ality
o
f
a
p
r
o
f
ess
io
n
al
teac
h
er
f
r
o
m
an
an
th
r
o
p
o
lo
g
ical
p
er
s
p
ec
tiv
e
[
1
0
]
,
[
2
1
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
n
atio
n
al
id
en
tity
is
p
o
r
tr
ay
ed
as
a
c
o
n
tin
u
o
u
s
a
n
d
in
tr
icate
p
r
o
ce
s
s
,
em
p
h
asiz
in
g
th
e
im
p
o
r
tan
ce
o
f
v
iewin
g
it
as
a
s
tr
u
ctu
r
ed
jo
u
r
n
ey
o
f
im
m
er
s
in
g
o
n
eself
in
th
e
n
atio
n
al
cu
ltu
r
e
(
b
o
th
m
ater
ial
an
d
s
p
ir
itu
al)
o
f
th
e
Kaz
ak
h
p
eo
p
le
d
u
r
in
g
th
eir
u
n
iv
e
r
s
ity
ed
u
ca
tio
n
.
T
h
u
s
,
we
h
av
e
d
elin
ea
te
d
th
r
e
e
p
r
im
ar
y
c
o
m
p
o
n
en
ts
o
f
eth
n
o
cu
ltu
r
al
ed
u
c
atio
n
in
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
f
ir
s
t
co
m
p
o
n
en
t
f
o
c
u
s
es
o
n
th
e
p
r
eser
v
atio
n
,
tr
an
s
m
i
s
s
io
n
,
an
d
ad
v
an
ce
m
en
t
o
f
t
h
e
n
atio
n
al
-
cu
ltu
r
al
ch
ar
ac
ter
is
tics
o
f
eth
n
ic
g
r
o
u
p
s
,
wh
ich
f
o
s
ter
s
th
e
eth
n
ic
id
en
tific
atio
n
o
f
in
d
iv
id
u
als
with
in
a
s
p
ec
if
ic
eth
n
ic
co
m
m
u
n
ity
.
T
h
e
s
ec
o
n
d
co
m
p
o
n
e
n
t
em
p
h
asizes
th
e
co
n
s
id
er
atio
n
o
f
th
e
s
p
ir
itu
al
an
d
m
o
r
al
s
tan
ce
,
p
er
s
p
ec
tiv
es,
an
d
b
elief
s
o
f
i
n
d
iv
id
u
als,
en
s
u
r
in
g
th
eir
v
alu
es
an
d
p
r
in
cip
les
ar
e
r
esp
ec
te
d
.
Fin
ally
,
th
e
th
ir
d
co
m
p
o
n
en
t
ad
d
r
ess
es
th
e
ch
allen
g
es
o
f
in
ter
cu
ltu
r
al
r
elatio
n
s
b
etwe
en
r
ep
r
esen
tativ
es
o
f
d
if
f
er
en
t
n
atio
n
alities
,
p
r
o
m
o
tin
g
m
u
t
u
al
u
n
d
er
s
tan
d
i
n
g
an
d
h
ar
m
o
n
i
o
u
s
co
ex
is
ten
ce
.
I
n
ess
en
ce
,
eth
n
o
p
ed
ag
o
g
ica
l
k
n
o
wled
g
e
en
co
m
p
ass
es
e
th
n
o
-
r
e
g
io
n
al
in
s
ig
h
ts
th
at
r
ef
lect
th
e
n
atu
r
al
-
clim
atic
attr
ib
u
tes
an
d
n
atio
n
al
-
cu
ltu
r
al,
h
is
to
r
ical
c
h
ar
ac
ter
is
tics
o
f
a
p
ar
ticu
lar
r
eg
io
n
.
I
ts
co
n
ten
t
is
d
esig
n
ed
to
cu
ltiv
ate
civ
ic,
p
a
tr
io
tic,
an
d
n
atio
n
al
tr
aits
am
o
n
g
th
e
y
o
u
n
g
er
g
en
e
r
atio
n
[
3
6
]
.
T
h
is
m
eth
o
d
o
f
o
r
g
an
izin
g
th
e
eth
n
ic
elem
en
t
with
in
th
e
f
r
am
ewo
r
k
o
f
h
i
g
h
er
p
ed
ag
o
g
ical
ed
u
ca
tio
n
en
ab
les
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
to
v
iew
it
a
s
a
co
m
p
r
eh
en
s
iv
e
ed
u
ca
tio
n
al
in
teg
r
atio
n
.
W
h
ile
eth
n
o
p
ed
a
o
g
ical
k
n
o
wled
g
e
is
m
eth
o
d
o
l
o
g
ically
in
ter
co
n
n
ec
t
ed
,
it
s
er
v
es
as
th
e
p
ed
ag
o
g
ica
l
f
o
u
n
d
atio
n
in
s
tr
u
ctu
r
in
g
th
e
eth
n
ic
co
m
p
o
n
en
t
with
in
th
e
co
n
ten
t
o
f
h
ig
h
er
p
ed
ag
o
g
ical
e
d
u
ca
tio
n
f
o
r
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
C
o
n
s
eq
u
e
n
tly
,
ex
p
lo
r
in
g
th
e
s
ig
n
if
ican
ce
o
f
th
e
eth
n
ic
co
n
t
en
t
in
h
ig
h
e
r
p
ed
a
g
o
g
ical
e
d
u
ca
tio
n
allo
ws
u
s
to
ascer
tain
th
e
eth
n
o
p
ed
ao
g
ical
d
ev
elo
p
m
e
n
t o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l te
ac
h
e
r
s
as b
o
th
in
d
iv
id
u
als an
d
p
r
o
f
ess
io
n
als.
Hen
ce
,
th
e
d
em
an
d
s
an
d
o
b
je
ctiv
es
ass
o
ciate
d
wi
th
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
co
n
tem
p
o
r
ar
y
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
a
r
e
n
o
tab
ly
r
ig
o
r
o
u
s
.
W
h
en
p
r
ep
ar
i
n
g
f
u
tu
r
e
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
p
r
o
f
ess
io
n
ally
,
it
is
e
s
s
en
tial
to
co
n
s
id
er
th
e
f
u
n
d
am
e
n
tal
co
m
p
ete
n
cies
r
o
o
ted
in
th
e
eth
n
o
p
s
y
ch
o
lo
g
ical
an
d
eth
n
o
p
e
d
ag
o
g
ical
tr
ad
itio
n
s
o
f
th
e
Kaz
ak
h
p
eo
p
le
as
th
e
f
o
u
n
d
atio
n
al
cr
iter
ia
f
o
r
tr
ain
in
g
th
ese
p
r
o
f
ess
io
n
als
[
3
]
.
Sp
ec
ial
m
et
h
o
d
o
lo
g
ies
an
d
p
r
o
g
r
am
s
s
h
o
u
ld
b
e
d
ev
is
ed
to
ass
ess
th
eir
ef
f
icac
y
in
s
tr
u
ctu
r
in
g
th
e
tr
ain
in
g
p
r
o
ce
s
s
f
o
r
f
u
tu
r
e
p
r
im
a
r
y
s
ch
o
o
l
e
d
u
ca
to
r
s
.
T
h
e
f
o
llo
win
g
th
eo
r
etica
l
r
ec
o
m
m
en
d
atio
n
s
ar
e
p
r
o
p
o
s
ed
:
t
h
e
co
r
e
c
o
n
ten
t
o
f
eth
n
o
p
ed
a
g
o
g
ical
ed
u
ca
tio
n
with
in
h
ig
h
er
p
ed
ag
o
g
ical
tr
ain
i
n
g
en
co
m
p
ass
es
v
ar
io
u
s
elem
en
ts
,
in
clu
d
in
g
th
e
n
atio
n
al
lan
g
u
a
g
e,
n
atio
n
al
h
is
to
r
y
,
eth
n
ic
tr
ad
itio
n
s
,
o
r
al
liter
atu
r
e,
r
elig
i
o
n
,
a
n
d
p
o
liti
cs.
T
h
ese
co
m
p
o
n
en
ts
s
er
v
e
as
th
e
to
o
ls
an
d
f
ac
to
r
s
o
f
eth
n
o
p
e
d
ag
o
g
y
,
wh
ile
th
e
s
tr
u
ctu
r
al
co
n
te
n
t
o
f
teac
h
er
tr
ain
in
g
in
teg
r
ates
h
u
m
an
is
tic
id
ea
ls
th
at
h
o
ld
s
u
b
s
tan
tial
ed
u
ca
tio
n
al
p
o
ten
t
ial
f
o
r
s
h
ap
in
g
an
in
d
iv
id
u
al
’
s
id
e
n
tity
as a
n
eth
n
ic
en
tity
.
Ad
d
itio
n
ally
,
th
e
eth
n
ic
ed
u
ca
tio
n
al
co
n
ten
t
em
b
ed
d
e
d
in
th
e
p
ed
ag
o
g
ical
tr
ain
in
g
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
is
g
r
o
u
n
d
ed
in
eth
n
o
p
ed
ag
o
g
ical
p
r
in
cip
les.
T
h
is
f
o
u
n
d
atio
n
e
n
ab
les ed
u
ca
t
o
r
s
to
v
alu
e
th
eir
n
atio
n
’
s
eth
n
o
-
cu
ltu
r
al
h
er
itag
e
wh
ile
f
o
s
ter
in
g
an
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
r
ec
iatio
n
o
f
o
t
h
er
cu
ltu
r
es
in
a
m
u
lticu
ltu
r
al
en
v
ir
o
n
m
en
t
ch
a
r
ac
ter
ized
b
y
p
ea
ce
an
d
h
a
r
m
o
n
y
,
s
im
ilar
t
o
th
e
s
o
cieta
l
co
n
tex
t
o
f
Kaz
a
k
h
s
tan
.
Mo
r
e
o
v
er
,
th
e
p
r
in
cip
le
o
f
eth
n
o
p
e
d
ag
o
g
ical
co
n
ten
t
with
in
th
e
p
ed
ag
o
g
ical
tr
ai
n
in
g
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
h
ig
h
lig
h
ts
a
f
u
n
d
am
en
tal
ten
e
t
o
f
eth
n
o
p
e
d
ag
o
g
y
.
I
t
em
p
h
a
s
izes
th
e
cr
u
cial
r
o
le
o
f
h
is
to
r
ical
m
em
o
r
y
an
d
eth
n
ic
n
o
r
m
s
,
ass
er
tin
g
th
at
tr
ad
itio
n
s
ar
e
in
d
is
p
en
s
ab
l
e
to
ed
u
ca
tio
n
,
th
e
f
o
r
m
ati
o
n
o
f
p
e
r
s
o
n
ality
,
s
p
ir
itu
ality
,
an
d
th
e
i
d
en
tity
o
f
a
n
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
7
0
0
-
4
7
1
0
4708
A
s
p
ec
ialized
cu
r
r
icu
lu
m
was
d
ev
is
ed
th
r
o
u
g
h
r
esear
ch
ai
m
ed
at
e
n
h
an
ci
n
g
th
e
p
r
o
f
ess
io
n
al
s
k
ills
an
d
c
o
m
p
eten
cies
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
.
T
h
is
p
r
o
g
r
am
f
o
r
d
e
v
elo
p
in
g
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
en
co
m
p
ass
ed
s
u
b
jects
an
d
r
eso
u
r
ce
s
r
o
o
ted
in
th
e
ev
o
l
u
tio
n
o
f
Kaz
ak
h
n
atio
n
al
eth
n
o
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
i
s
tics
an
d
eth
n
o
p
ed
ag
o
g
ical
tr
ad
itio
n
s
.
W
ith
in
th
is
f
r
am
ewo
r
k
,
s
ev
er
al
p
r
in
cip
les
an
d
r
ec
o
m
m
en
d
atio
n
s
wer
e
estab
lis
h
ed
to
en
h
an
ce
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
f
u
t
u
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
Firstl
y
,
th
e
tr
ain
in
g
s
h
o
u
ld
p
r
io
r
itize
th
e
d
e
v
elo
p
m
en
t
o
f
s
u
b
ject
k
n
o
wled
g
e,
eth
n
o
-
cu
ltu
r
al
p
r
o
f
icien
c
y
,
cr
ea
tiv
ity
,
an
d
co
g
n
itiv
e
ab
ilit
ies,
en
s
u
r
in
g
a
well
-
r
o
u
n
d
ed
an
d
e
f
f
ec
tiv
e
ed
u
ca
tio
n
al
f
o
u
n
d
atio
n
.
Seco
n
d
ly
,
t
h
e
co
n
ten
t
o
f
t
h
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
p
r
o
g
r
am
s
h
o
u
ld
b
e
r
o
o
ted
i
n
Kaz
ak
h
n
atio
n
al
eth
n
o
p
s
y
ch
o
lo
g
ical
attr
ib
u
tes
an
d
eth
n
o
p
ed
ag
o
g
ical
tr
ad
i
tio
n
s
.
Sp
ec
ialized
p
r
o
g
r
am
s
m
u
s
t
b
e
ca
r
ef
u
lly
d
esig
n
ed
an
d
ef
f
ec
tiv
ely
im
p
l
em
en
ted
to
s
u
p
p
o
r
t
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
L
astl
y
,
th
e
in
teg
r
atio
n
o
f
Kaz
ak
h
n
atio
n
al
eth
n
o
p
s
y
ch
o
lo
g
ical
f
ea
tu
r
es
an
d
et
h
n
o
p
ed
ag
o
g
ical
tr
ad
itio
n
s
in
to
th
e
tr
ain
i
n
g
p
r
o
ce
s
s
r
eq
u
ir
es
th
e
ad
o
p
tio
n
o
f
m
o
d
er
n
tech
n
o
l
o
g
ies
an
d
th
e
ef
f
ec
tiv
e
u
s
e
o
f
eth
n
o
c
u
ltu
r
al
m
ater
ials
,
en
s
u
r
in
g
th
at
th
e
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
is
b
o
th
c
u
ltu
r
ally
r
elev
a
n
t a
n
d
i
n
n
o
v
ativ
e.
4.
CO
NCLU
SI
O
N
I
n
s
u
m
m
ar
y
,
th
e
s
tr
u
ctu
r
e
d
m
eth
o
d
o
lo
g
y
im
p
lem
en
te
d
,
co
u
p
led
with
th
e
co
h
er
en
ce
o
f
th
e
ex
p
er
im
en
tal
o
u
tc
o
m
es,
af
f
ir
m
s
th
e
attain
m
en
t
o
f
o
u
r
r
esear
ch
aim
.
T
h
e
s
y
s
tem
atic
u
tili
za
tio
n
o
f
eth
n
o
cu
ltu
r
al
r
eso
u
r
ce
s
an
d
r
esear
ch
th
em
es,
al
o
n
g
s
id
e
e
f
f
icien
t
m
eth
o
d
o
lo
g
ies
em
p
lo
y
e
d
in
cu
ltiv
atin
g
th
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
g
r
o
u
n
d
ed
in
th
e
eth
n
o
p
s
y
ch
o
lo
g
ica
l
attr
ib
u
tes
an
d
eth
n
o
p
e
d
ag
o
g
ical
cu
s
to
m
s
o
f
th
e
Kaz
a
k
h
e
th
n
ic
co
m
m
u
n
ity
with
in
p
r
i
m
ar
y
ed
u
ca
tio
n
,
h
as
s
ig
n
if
ican
tly
en
h
a
n
ce
d
th
e
t
r
a
in
in
g
o
f
f
u
tu
r
e
s
p
ec
ialis
ts
.
Du
r
in
g
th
e
r
esear
ch
p
r
o
ce
s
s
,
it
was
d
is
co
v
er
ed
th
at
alig
n
in
g
th
e
co
n
ten
t
o
f
ed
u
ca
ti
o
n
al
m
ater
ials
with
eth
n
o
p
s
y
ch
o
lo
g
ical
an
d
eth
n
o
p
e
d
ag
o
g
ical
p
r
in
cip
les
o
f
f
er
s
a
p
latf
o
r
m
t
o
eq
u
i
p
f
u
tu
r
e
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
with
a
c
o
h
esiv
e
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
r
o
o
ted
in
n
atio
n
al
v
al
u
es.
No
n
eth
eless
,
th
e
s
ig
n
if
ican
ce
o
f
cr
a
f
tin
g
a
n
o
v
el
d
ev
elo
p
m
en
tal
m
o
d
el
an
d
cu
r
r
icu
lu
m
b
ased
o
n
eth
n
o
p
e
d
ag
o
g
ical
an
d
eth
n
o
p
s
y
ch
o
l
o
g
ical
r
eso
u
r
ce
s
f
o
r
th
e
tr
ain
i
n
g
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
e
d
u
ca
to
r
s
c
o
n
tin
u
es t
o
b
e
a
p
r
im
ar
y
f
o
cu
s
in
th
e
f
ie
ld
o
f
ed
u
ca
tio
n
.
F
UNDI
NG
I
NF
O
RM
AT
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ser
ik
k
h
an
Z
h
u
ze
y
e
v
✓
✓
✓
✓
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✓
✓
✓
✓
✓
Ma
n
at
Z
h
ailau
o
v
a
✓
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✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
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n
M
:
M
e
t
h
o
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y
So
:
So
f
t
w
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Va
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Va
l
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t
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Fo
:
Fo
r
mal
a
n
a
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I
:
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n
v
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t
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R
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