Life Science Journal 2014;11(3s) http://www.lifesciencesite.com 31 To the question of using the ideas of national pedagogics in the system of activity of professional development institutes of comprehensive school teachers Alina Kuandykovna Bimaganbetova, Talgat Abubakirovich Daniyarov, Kopzhasar Mustafaevich Zhetybaev, Gulnara Eletaevna Utyupava, Pakizat Minavarovna Adieva, Gulbakhyt Akzholovna Kaynarbekova Ahmed Yasawi International Kazakh-Turkish University, 29 B. Sattarkhanov Avenue, 161200 Turkistan, Kazakhstan. bimaganbetova-alina@mail.ru Abstract: This article deals with the development of scientific-theoretical basis of IPD (institute of professional development) activity as scientific-methodical centers on studying, generalization, and use of the ideas of national pedagogics in modern schools work and realization of ethno-pedagogical preparation of teachers. The authors aimed to show that if the IPD activity on studying, generalization, and use of the ideas of national pedagogics were organized from the position of system-holistic approach, taking into account the ethno-cultural and ethno-pedagogical orientation, so functioning of this system would be implemented in unity with arranged-pedagogical, scientific-methodical, ethno-cultural components that allowed to provide efficiency of IPD activity as scientific-methodical center on studying, generalization, and use of the ideas of national pedagogics, and the growth of ethno-pedagogical preparation of teachers. [Alina Kuandykovna Bimaganbetova, Talgat Abubakirovich Daniyarov, Kopzhasar Mustafaevich Zhetybaev, Gulnara Eletaevna Utyupava, Pakizat Minavarovna Adieva, Gulbakhyt Akzholovna Kaynarbekova. To the question of using the ideas of national pedagogics in the system of activity of professional development institutes of comprehensive school teachers. Life Sci J 2014;11(3s):31-39]. (ISSN:1097-8135). http://www.lifesciencesite.com . 7 Key words: national pedagogics, ethno-etiquette, ethno-culture, education, upbringing. Introduction In the course of social-economic and political changes occurring in the society, the problem of familiarizing of young generation to cultural-historical heritage of the Kazakh people and applying its rich pedagogical traditions relying on centuries-old experience of generations in education of modern youth is becoming more and more important. Speaking about the future of younger generation of the country, the head of state N.Nazarbaev emphasized: "... In education of a new generation it is expedient to address to the simply, clear and at the same time deeply moral and spiritual in life of each people - to traditions. Their role in life of the people is indisputable. Cultural traditions were always a source of social revival... Traditions allow the person "not to be lost", but to adapt the lifestyle for prompt changes of the modern world" [1]. Education has to become the most important component of a school reform which while is limited mainly by the educational process - the contents, new programs, textbooks and technologies of teaching. Educational contexts are in a shadow, and it is necessary to tell about it especially because the current situation reduced two different, though interconnected, processes of teaching and upbringing in one, having united them by one term "education". As a result the problem of moral formation dropped out of a field of vision. While in new conditions of society development there is a necessity of thorough, deeper acquaintance of comprehensive school pupils with cultural wealth of the people, with its national culture, traditions. The current state of pupils’ upbringing on ideas of national pedagogics in comprehensive schools can't be considered satisfactory; it is directly connected with insufficient readiness of the teacher to this kind of activity. The successful organization of new upbringing tasks, setting before the comprehensive school where the process of formation of the pupils’ personality is realized, as we found out, depends, first of all, on high-quality vocational training of the teacher, on his competence, professionalism, and readiness purposefully, pedagogically competently to use ideas of national pedagogics in practice of educational process. In the solution of this problem regional institutes of professional development of pedagogical staff are the coordinating center for fulfillment of continuous ethno-pedagogical training of the teacher. It is known that retraining of the teacher on courses IPD is the difficult integrated process where successful professional formation of a pedagogical skill of the teacher depends on activity and purposefulness of its participants when using ideas of national pedagogics in practice of educational process of comprehensive schools.