EXPLORING KAZAK LANGUAGE TEACHER EDUCATORS' CURRICULUM IDEOLOGIES AND LIVED EXPERIENCES: A THIRD SPACE PERSPECTIVE

Abstract

This phenomenological study investigates Kazakh language teacher educators' curriculum ideologies and lived experiences through a third-space lens in the context of educational reforms in Kazakhstan. It aims to uncover how these educators navigate changes imposed by the updated curriculum and the implications of these changes for Kazakh language education. The study employs three research instruments—multimodal interviews, the art-based research tool "significant circles," and semi-structured interviews with image cards—to gather rich qualitative data from five experienced teacher educators. The findings reveal that the updated curriculum profoundly influences educators' practices and ideologies, often generating a complex interplay between traditional Soviet teaching methodologies and modern, learner- centered approaches. Despite these challenges, a third space emerges where educators negotiate and hybridize these influences, fostering innovative pedagogies that integrate local knowledge with global educational standards. Embracing this third space can lead to more culturally and contextually relevant teaching strategies, potentially shaping the future of language education in Kazakhstan. This study contributes to the broader discourse on curriculum ideologies in post-Soviet contexts, highlighting the pivotal role of teacher educators in bridging curriculum reforms and practice. It calls for reforms that support educators' transition towards hybrid practices, thereby enriching the educational landscape.