Abstract
The article examines the relevance of developing an author's program and the importance of designing it in accordance with the demands of production. The necessity of creating such programs is substantiated, considering the professional orientation of future pedagogical personnel.
Based on scientific publications indexed in the international databases Web of Science and Scopus, the authors classify author's programs according to content and methodological directions into four groups: 1) Originality (interdisciplinary); 2) Compliance with standards; 3) Practical orientation; 4) Flexibility. The study analyzes educational research by foreign and domestic scholars using platforms such as Oxford University Press, Passport “Euromonitor International”, the Presidential Library named after B.N. Yeltsin, Polpred, eLibrary, Google Scholar, the National Academic Library of the Republic of Kazakhstan, and Nauka.kz. It categorizes authorial programs used in higher education systems as well as globally recognized successful examples.
The criteria for evaluating authorial programs, as outlined in the “Regulation on the Expert Council”, are linked with components of tolerance. Based on these criteria, a survey was conducted among fourth-year students at Y. Altynsarin Arkalyk Pedagogical University and Z. Tashenov University. A total of 202 students participated, representing the specialties of “Pedagogy and Methods of Primary Education”, “Preschool Education” and “Psychology.” In order to address the issues identified during the survey, mechanisms for developing an author's program by future teachers with the requirements of the “Regulation on the Expert Council”, and relevant recommendations were provided.