Beginning teachers’ professional socialization in post-Soviet Kyrgyzstan: The challenges and coping strategies
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Date
2006
Authors
Shamatov, Duishon
Journal Title
Journal ISSN
Volume Title
Publisher
Aga Khan University, Institute for Educational Development, Karachi
Abstract
This qualitative study examines and develops an in-depth understanding of two
beginning teachers’ professional socializations in post-Soviet Kyrgyzstan. The study
is a historical and descriptive account that provides insights into the impact of
socio-political upheaval on the lives of two beginning teachers. The study focuses on
the challenges the teachers faced in their initial stages of work and on how they
addressed these. The teachers’ professional socialization stories are described in
three realms: classroom, school and community. The study examines in greater
detail the professional and relational challenges that the two beginning teachers
faced while interacting with their pupils, administrators, colleagues, pupils’ parents
and education officials.
In addition to the typical challenges of adjusting to school culture, rules and
regulations and classroom management faced by beginning teachers, these
individuals had to deal with additional tribulations that have manifested after and
because of the collapse of the former USSR. These include insufficient resources for
schools, inadequately qualified and inexperienced colleagues, high student drop-out
rates, a constantly changing curriculum, lack of textbooks, low salaries with
frequent delays and deductions.These young teachers, despite their circumstances, emerge as caring and considerate
individuals who adopted a variety of responses, including maintaining their values
and performance, while at the same time attempting to influence others as they
protected themselves from criticisms. The combination of social strategies and
micropolitical tactics proved useful in examining the beginning teachers’ broader
positions and specific tactics of addressing the crucial challenges.
The study offers insights for school administrators, experienced teachers and
education authorities at district, provincial and national levels. It points out the
importance of assisting beginning teachers in improving performance, retention and
long-term personal and professional well-being. The thesis also highlights some of
the major challenges of conducting qualitative studies in the Central Asian context.
Finally, the study also revealed that there is a need to develop educational research capacity in Kyrgyzstan, a situation which must be addressed in order to improve
the educational system.
Description
Keywords
post-Soviet Kyrgyzstan, challenges, coping strategies, professional socialization, classroom, school, community