High school teachers experience in implementing critical reading: A case of a Nazarbayev Intellectual school, Kazakhstan
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Date
2017-06
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Publisher
Nazarbayev University Graduate School of Education
Abstract
Teaching critical reading is one of the concerns in secondary schools of Kazakhstan. Taking into account that reading is one of the main skills to get relevant and credible information means that critical reading skills are significant to be successful in future career. Teachers are expected by the government and society to develop young generation’s critical reading skills.
This study presents the aspects in implementing critical reading at one of the Nazarbayev Intellectual schools. The purpose of the study is to explore teachers’ experience in critical reading approach using qualitative interviews, lesson observation and document analysis available in that school. The main research question are focused to find the answers to study teachers’ understanding of critical reading, identify their professional challenges and describe their methods in teaching critical reading.
The relevant literature was reviewed to create the framework of the study. The findings of the study exposed that the teachers have different opinions and experiences with critical reading. However, there were expected and unexpected findings, which are significant for giving direction and recommendations for teachers, school administrators, teacher training institutions and policy makers to address critical reading issue.
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Keywords
critical reading, teachers’ experience, professional challenges, methods of teaching, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Yutsevichutene, Svetlana. (2017). High school teachers experience in implementing critical reading: A case of a Nazarbayev Intellectual school, Kazakhstan. Nazarbayev University Graduate School of Education