The role of teachers in educational reform in Kazakhstan: teacher enquiry as a vehicle for change

McLaughlin, Colleen, McLellan, Ros, Frost, David and Turner, Fay (2013) The role of teachers in educational reform in Kazakhstan: teacher enquiry as a vehicle for change. In: Creativity and Innovation in Educational Research, 13th September 2013, Bahçeşehir University in Istanbul.

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Abstract

In reforming education in Kazakhstan, the government has placed the professional development of teachers centre-stage by introducing a number of professional development programmes including Centres of Excellence and the Integrated Programme of Development. This paper builds directly on Paper 1, as the findings reported there directly informed the approach taken within the Integrated Programme of Development which has been implemented in the current school year. Underpinning both professional development approaches is the belief that professional development is contingent on teachers undertaking enquiry in their own classrooms to improve practice. By drawing their colleagues into such enquiry-based approaches teachers are also able to contribute to the development of practice in their schools, thus becoming active agents in the reform process rather than merely the object of reform. This paper will present teacher perceptions on these professional development approaches based on interviews conducted in a range of schools in three different geographical regions involved in the Integrated Programme of Development and on data gathered during the Centres of Excellence training programme in Kazakhstan. The affordances and challenges presented by the two professional development programmes will be highlighted and implications for policy-makers and others involved in educational reform will be outlined.

Item Type: Conference or Workshop Item (Paper)
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
L Education
Depositing User: Daniel Hobbs
Date Deposited: 20 Jan 2015 12:39
Last Modified: 20 Jan 2015 12:39
URI: http://sro.sussex.ac.uk/id/eprint/52273
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