Reflective practices: the experiences of teachers in one NIS school in Kazakhstan
| dc.contributor.author | Artamonova, Xeniya | |
| dc.date.accessioned | 2017-08-28T10:00:13Z | |
| dc.date.available | 2017-08-28T10:00:13Z | |
| dc.date.issued | 2017-06 | |
| dc.description.abstract | The purpose of this qualitative study was to explore the experiences of teachers related to the use of reflective practices (RP) and the underlying perceptions about a teacher as a reflective practitioner. As a result of the qualitative analysis, the study revealed how teachers reflect, how they think about reflection, what difficulties they face and how these difficulties may be overcome. Since the study sought to understand the individual meanings of reflection for the participants, the qualitative methodology was employed. The data were collected through a series of semi-structured one-on-one interviews with ten teachers, who had been selected purposefully to ensure an in-depth understanding of the central phenomenon. Another criterion was maximum variation among the participants to ensure inclusion of all the possible perspectives. Hence the participants represented different subject departments and age/experience groups. The main argument of the study is threefold. First, teachers perceive reflection as a process of cyclic retrospective analysis leading to the improvement of teaching practice and the skill of reflection as developing naturally with experience. Second, the participants find writing and conversations with colleagues to be the most significant factors contributing to their RP. The content of their reflection may be subdivided into two categories: student behavior and quality of curriculum delivery and acquisition. Finally, the key difficulties of teachers in their RP are lack of time and fear of introducing something new. These findings may be of use to a number of stakeholders. The process of research and its findings may raise the awareness of teachers about RP and their potential to improve their practice; school leaders will be able to make better informed decisions to create conditions for teacher RP and develop a policy to promote and support the RP of teachers; NIS best practices may be transferred to mainstream schools. | ru_RU |
| dc.identifier.citation | Artamonova, Xeniya. (2017) Reflective practices: the experiences of teachers in one NIS school in Kazakhstan. Nazarbayev University Graduate School of Education | ru_RU |
| dc.identifier.uri | http://nur.nu.edu.kz/handle/123456789/2580 | |
| dc.language.iso | en | ru_RU |
| dc.publisher | Nazarbayev University Graduate School of Education | ru_RU |
| dc.rights | Open Access - the content is available to the general public | ru_RU |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | * |
| dc.subject | reflective practices | ru_RU |
| dc.subject | teachers’ experience | ru_RU |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | ru_RU |
| dc.title | Reflective practices: the experiences of teachers in one NIS school in Kazakhstan | ru_RU |
| dc.type | Master's thesis | ru_RU |