The transition of continuous pedagogical education system to the development cluster model

• Ponomarenko Y.V. Auezov South Kazakhstan State University, Shymkent, Kazakhstan http://orcid.org/0000-0002-7733-125X
• Kozybayev Y. S. The center of remote education, M. Auezov South Kazakhstan State University, Shymkent, Kazakhstan
• Bondarenko V. P. Auezov South Kazakhstan State University, Shymkent, Kazakhstan
• Larchenkova L. A. The Department of Physics Teaching Methods, the Herzen State Pedagogical University of Russia, Saint-Petersburg, Russia, Moika Embankment, 48

Palabras clave: Pedagogical, education, continuous, system, cluster

Resumen

This article aims to develop a methodology and theory of the transition of the system of continuous pedagogical education in the cluster model of development. To achieve the goal, theoretical research methods were used - information monitoring, comparative analysis, synthesis, systematization, hypothesis formulation. As a result, a competent specialist, by virtue of systematic professional development, creates and implements innovations, and is also responsible for the made decisions, both in personal and professional spheres. In conclusion, a scientific substantiation of the fact that the cluster approach has a positive effect on the formation of students' competencies.