Regional component in teacher training

There are many factors that have caused the need to take into account the regional characteristics of education. As the most significant ones we single out two factors:

- historical, ethnographic, national and cultural originality of this or that region, which has not yet found full and adequate expression in the content of education;

- the mentality inherent in the region, concentrated primarily in intellectual culture.

We consider the regional component as a condition for the formation of the national identity and worldview.

In the teacher training, it is necessary to take into account the familiarization of students with the culture and intellectual heritage of the people of Kazakhstan; Curricula and teacher training plans should take into account the cultural, historical, natural, geographical, ethno-social and other characteristics of the region for which the university trains the mainstream  students [75].

G.K. Akhmetova writes about the importance and necessity of the regional component in the training of teaching staff, arguing that if within the university one does not teach the future teacher to know, love, take care of his land - the Republic, region, his small homeland (small town, village, aul), then he, accordingly, will not teach this to his students [76].

The study by N. E. Pfeifer, E. I. Burdina, dedicated to the formation and development of school and pedagogical thought in Pavlodar region, the history of education in the period of illiteracy, served as the basis for the study by students of pedagogical specialties of regional universities of special courses: «History of Pavlodar Irtysh region», «History of musical education» [77].

The history of Pavlodar Irtysh region and its educational potential (which contribute to understanding of historical roots, formation of a sense of patriotism, and the development of national self-consciousness) is the subject of a study by K.S. Isakhanova «Enlighteners of the Pavlodar Irtysh region of the late XIX - early XX centuries». Describing the activities and work of the educators of Pavlodar Irtysh region at the end of the 19th - the first third of the 20th centuries, the scientist reveals the socio-political conditions for the development of education in Kazakhstan of that period.

The researcher solves the problems of deep scientific understanding of the national pedagogical science path, critical analysis and evaluation of research results related to the growth of national self-consciousness, the growing interest in national history, the desire to determine the measure of the influence of education on the moral development of society [78].

Educational and propaganda work in educational institutions should be connected with real life, with the interests of specific regions and their inherent features of the ethno-social specificity of the region.

Particular attention should be paid to the transmission of cultural values from generation to generation. In this regard, non-traditional forms of educational and pedagogical practice associated with national rituals and customs are also possible. It's imperative to study the experience of ethnopedagogical activities of individual teachers who have high professional and personal authority in the region.

The research of the group of authors of Toraigyrov university «Formation and development of education in Kereku-Bayan region» on the formation and development of education in Pavlodar and Pavlodar region considers the history of formation of education in Irtysh region, reveals «one of the chapters of the education history of Pavlodar and Pavlodar region, related to the most dramatic time, the era of cataclysms and great changes. The study shows «how the education of the people began and who stood at its origins; facts, events and people who made the history and became themselves an integral part of that history» [79. p. 3].

Along with the problems inherent in the educational systems of other countries, specific to Kazakhstan in personal aspect are multiculturalism due to the multinational population, in the content aspect – create our own educational and methodological base, especially new generation textbooks.

Modern conditions of education at the university and college, the strengthening of its economic and cultural ties, create new opportunities for the development of the individual.

The content of education should be guided by value relations emanating from the national and universal culture, where universal human values appear in the images of ethnic culture. It is necessary to use the ethnopedagogical ideas of the people inhabiting our country in the teaching and educational activities of educational institutions.

The personality of the teacher acts as an individual carrier and creator of the socio-pedagogical and intellectual and moral conditions for the formation of a nation. An important role in the civil development of a teacher, in the formation of his moral qualities is played by the socio-cultural and intellectual values of the people [28]. «And if the elements of the national are not fixed in the everyday educational life of students, then the national self-consciousness will come into conflict with the values of the development of the nation» [75].

Thus, ethnic component in the content of education is a complex of knowledge, genetically determined by the development of ethnic group’s self-consciousness.

Based on the foregoing, we can conclude that today folk pedagogy can serve the goals of national education, act as the «pedagogy of national salvation» (G.N. Volkov) of the mankind. These requirements are put forward by the socio-political conditions of our multi-ethnic state, since the ethnic heterogeneity of the population of our country determines the desire for adequate peaceful coexistence and interaction of people who are different in ethnic, confessional and cultural affiliation.