1) ‘Reflecting on Reflection’: An exploration of trainers’ perceptions of reflective practice in Kazakhstan. 2) Teachers’ beliefs on assessment for learning and how this relates to national assessment practices
Duration: 1 hour 34 mins
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| Description: |
1) The call for reflective practitioners remains ever present with the persistent demand for quality provision in education (UNESCO, 2014).
2) This presentation is based upon an empirical paper that sets one particular form of national assessment against the wider picture of what teachers say they set out to achieve for their pupils during school. This starts with the collection of teachers’ attitudes towards assessment that return the range of where teachers see themselves in terms of meeting their own definitions of students’ needs. Next, these attitudes inform on whether satisfactory achievement of any overall teaching mission (Korthagen, 2004) is seen as possible or not. |
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| Created: | 2015-01-12 15:45 | ||||||||||
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| Collection: | Kazakhstan programme open seminar series | ||||||||||
| Publisher: | University of Cambridge | ||||||||||
| Copyright: | Dr Simon Brownhill, Dr Liz Winter, Dr Daniel Torrano, Dr Duishon Shamatov and Dr Aigul Yessengaliyeva | ||||||||||
| Language: | eng (English) | ||||||||||
| Distribution: |
World
(downloadable)
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| Keywords: | Kazakhstan; Reflective Practice; Centres of Excellence; Astana; Trainers; National Assessment; Teachers; Korthagen; Professional Development Programme; | ||||||||||
| Credits: |
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| Explicit content: | No | ||||||||||
| Aspect Ratio: | 4:3 | ||||||||||
| Screencast: | Yes | ||||||||||
| Bumper: | UCS Default | ||||||||||
| Trailer: | UCS Default | ||||||||||
| Abstract: | 1) This presentation offers a unique exploration of perceptions of reflective practice offered by the 'rarely heard' views of education trainers in Kazakhstan. It will critically explore the findings of research undertaken during the delivery of Centres of Excellence training in Astana in 2013. Findings suggest that while the Kazakh speaking trainers recognise the importance of reflective practice in helping to change classroom
provision, some are unwilling to actively apply 'Western theory to Kazakh practice' due to reflection being perceived as "boring" or unhelpful. The presentation will reflect on how the need for trainers to be "honest" and "open" during reflective endeavours is challenged by cultural practices which see trainers only focussing on "the positives", "hiding" those areas that need to be addressed and improved. 2) Although the work here reflects what is happening in Kazakhstan, it has more general standing in challenging how nationally imposed assessment policies affect professionals that may or may not find certain tests or examinations in concordance with their personal schema of a fair and appropriate assessment mechanism. The dataset upon which the research paper is based uses data collected in two phases: first application of a survey to teachers undergoing a professional development programme (Jan 2014); and reapplication of the survey in mainstream secondary schools in three regions in Kazakhstan (Feb-May 2014). Conclusions upon harmony and disharmony of teacher mission with national assessment are presented along with recommendations towards achieving better alignment of the two. |
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