In this article, the author explores the scientific and theoretical basis for the formation of professional competencies of teachers of Russian language and literature. Highlights key competencies that will be in demand in the near future and which currently need to be taught to specialists in the education system. The author of the article pays special attention to the fact that the competency-based approach is currently acquiring particular importance in the professional training of teachers. Within the competency-based approach, two basic concepts are distinguished: competence and competency. The article provides a detailed examination of these concepts proposed by various scientists. The problem highlighted is the development of a model of competencies that will be necessary for highly effective activities of teachers of the Russian language and literature. Competency models have been developed by a significant number of authors, but Kazakhstan’s practice in this matter nevertheless indicates the presence of “blank” spots in the topic under study. As a conclusion, attention is focused on the fact that competencies in the field of education (as, indeed, in any other field) represent a sphere of conceptual understanding of reality. At the same time, educational organizations act simultaneously as integrators of activities, both as spaces and as subjects of cognitive constructions that determine the final result of the work, expressed in the professional competencies of teachers of the Russian language and literature.

This article presents a look at ethnicity from the point of view of some important sociological and socioanthropological theories and based on empirical data. One of these theories is Frederick Barth's theory of ethnicity. Everyday life communication and the practice of social interaction are the subjects of the study of ethnomethodology by Harold Garfinkel, and it is an important topic in the dialogic theory of Mikhail Bakhtin. In my study of ethnicity, these approaches, since it is in them that communication is given a primary role, are central and are also reflected in the research method - the method of conversational analysis. Two empirical examples from a rural hospital in Kazakhstan show speech genres in which the ethnic category becomes an integral part of the action and an important means of communication. In this case, the interlocutors resort to the ethnic category in order to clarify the identity of the person they are talking about. In such moments of social interaction, ethnicity is important for interlocutors not in the sense of collective group identity, which divides people into groups, covering up a person's personality, but as information necessary for recognizing and clarifying a specific personality. We are not talking about family, friendship or other close relationships in which the ethnic difference has either long been forgotten or did not matter at all, but about relationships where the interlocutors do not have sufficient information about each other. In this sense, ethnic categories can be compared to a certain extent with the name of a person. The author believes that the use of ethnic categories in everyday language speaks about the similarity of people, about their common speech practices, which are often dominated by stereotypical knowledge, about their common socialization, communication environment, worldview that developed at the beginning of the formation of the (multinational) Soviet state.

This research investigates the decision-making processes of Turkmen students in Almaty, with a specific focus on whether they choose to remain in Kazakhstan or return to Turkmenistan. It delves into the intricate factors influencing their decisions, especially among those pursuing higher education in Almaty's universities. The study surveyed 44 respondents, comprising 33 females and 11 males, to explore the prevailing trends in decision-making within this demographic. Employing a range of computational methods, this research sheds light on the complex interplay of factors impacting the migration and naturalisation decisions of Turkmen students, offering valuable insights into the dynamics of return migration in the region. The most crucial finding of this research is that socio-cultural factors, particularly the sense of belongingness in the host country, play a paramount role in shaping the decisions of Turkmens. Contrary to common assumptions, economic and political factors appear to be less influential. This result challenges prevailing beliefs about Central Asian migration, where economic opportunities are often perceived as the primary motivator.

This article is about organizing the design and research work of students through project work when teaching elements of series theory in high school. When teaching elements of series theory, the possibility of dividing the design and research work of schoolchildren into four types is described. The mechanisms for organizing simulation-restorative, scientific-implementation and creative-design work of students are given. The types of project work of schoolchildren, tasks and stages of their implementation are highlighted. It has been determined that teaching the elements of series theory using the project method meets the requirements of the modern credit education system and can meet the tasks posed from the point of view of our time. The article defines the features of the concepts “project method”, “design method”, “using the design method in the classroom”, “design and research work of students”, design teaching technologies. When using the design method, it is stated that special design work (tasks) that puts students in a problem situation, its features and the possibility of getting out of this situation, including a set of different methods that encourage students to search and conduct research. In addition, it is shown that the use of the design method makes it possible to evaluate not only the preparation process, but also the final result of the students’ work.