1) “Leave me Alone – Simply Let Me Teach”: An exploration of teacher professionalism in Kyrgyzstan. 2) Collaborative teacher learning in Kazakhstan: Is it something new or well-forgotten past?
Duration: 1 hour 28 mins
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| Description: |
1) This article examines how, in the context of the increasing deprofessionalization of the teaching professional both nationally and internationally, teachers have attempted to reshape the notion of “professionalism” in a post-Soviet Kyrgyzstan, where teachers function within a top-down, bureaucratic education system.
2) This presentation looks at existing collaborative practices in Kazakhstani schools, such as the pedagogical council, methodological council and methodological subject units which were inherited from the Soviet education system. Their role in the past as well as their potential to become collaborative teacher learning platform in the future is examined. |
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| Created: | 2015-01-09 13:44 | ||||
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| Collection: | Kazakhstan programme open seminar series | ||||
| Publisher: | University of Cambridge | ||||
| Copyright: | Nurbek Teleshaliyev, Nazipa Ayubayeva | ||||
| Language: | eng (English) | ||||
| Distribution: |
World
(downloadable)
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| Keywords: | Kyrgyzstan; Post-Soviet; Deprofessionalization; Teaching; Evans; Kazakhstan; Collaborative Practices; Pedagogical Council; Methodological Council; Methodological Subject Units; | ||||
| Credits: |
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| Explicit content: | No | ||||
| Aspect Ratio: | 4:3 | ||||
| Screencast: | Yes | ||||
| Bumper: | UCS Default | ||||
| Trailer: | UCS Default | ||||
| Abstract: | 1) The article employs Evans’s (2008) concept of “professionality orientation” to explore teacher professionalism as it is really practiced by teachers, focusing on teachers in four schools, whose professional practice is indicative of teacher professionalism across Kyrgyzstan. The article reveals that teachers in Kyrgyzstan face a demand for professionalism of a dual nature: one inherited from the legacy of Soviet ideology, the other, the Western managerialism championed by international donors. Both “demanded professionalisms” limit teachers’ participation in shaping their work. The article concludes with the argument that professional leadership by teachers and teacher-led reform, or “enacted professionalism,” is what is necessary to effectively address falling education standards, deteriorating learning outcomes, and worsening working conditions for teachers in Kyrgyzstan.
2) In recent years constructivist perspectives on learning have become increasingly influential and can be said to represent a paradigm shift in the epistemology of knowledge and theory of learning in Kazakhstan. This approach looks for what students can analyse, investigate, cooperate, share and generate based on what they already know, rather than what facts they can parrot. This shift in understanding of how learning occurs marks an important new direction for teacher learning, teacher’s professional development and the teacher’s role as an educator. According to this thinking, teacher’s learning is more enduring when the learning process is combined with reflection, and that reflection is done in collaboration with peers passionate about the ideas, activities and processes. This works within well-functioning, cohesive groups and professional learning communities. |
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