Literaturnachweis - Detailanzeige
| Autor/inn/en | Yakavets, Natallia; Bridges, David; Shamatov, Duishon |
|---|---|
| Titel | On Constructs and the Construction of Teachers' Professional Knowledge in a Post-Soviet Context |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.594-615 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Yakavets, Natallia) ORCID (Bridges, David) ORCID (Shamatov, Duishon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| DOI | 10.1080/02607476.2017.1355086 |
| Schlagwörter | Foreign Countries; Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Faculty Development; Training Methods; Intermode Differences; Research Projects; Partnerships in Education; International Educational Exchange; Semi Structured Interviews; Teacher Educators; Student Teacher Attitudes; Qualitative Research; Textbook Evaluation; Course Evaluation; Online Surveys; Educational Practices; Barriers; Kazakhstan |
| Abstract | This paper examines the understandings ("constructs") of teachers' professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers' professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational "reform" in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers' collaboration as sources for teachers' professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers' professional knowledge encounter each other. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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