Fractal Pedagogy: Information Models

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Gulshan Qayumova
Saida Beknazarova
Shaxislam Joldasov
Botir Bazarbayev


This article presents the theoretical and methodological prerequisites for the formation and development of fractal pedagogy. In addition, the scientific justification of the principles of fractal pedagogy, its features and principles are considered and given. The result of the research is to determine the structure of personal and professional self-development of the teacher (motivational, design, activity-practical, reflexive, emotional volitional components). The presented research is considered as a variant of understanding the problem of personal and professional self-development of a teacher from a new perspective. Fractal methodology applicable to the problem of self-development of the teacher can be the Foundation for various psychological and pedagogical research in their perspective. Fractal pedagogy allows a different interpretation of the main categories of modern educational methods: teaching, education, self-education, upbringing, selfeducation, development and self-development, including the concepts of “creative activity” and “selforganization of behavior and activity”. The implementation of the model of assistance in education, taking into account the needs and personal potential of the educational process, allows participants in the educational process.

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