Teachers’ perceptions and practices of implementation of student discourse in a selective school in Nur-Sultan
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Date
2019-06
Authors
Aitenova, Zhazira
Journal Title
Journal ISSN
Volume Title
Publisher
Nazarbayev University Graduate School of Education
Abstract
Until the end of XX to the beginning of XXI century rote-learning approach and
grammar-translated method were widely used in language classes in Kazakhstani schools
(Poloz, 2017). However, due to the low effectiveness of traditional education the Ministry
of Education and Science of the Republic of Kazakhstan issued a State Program in favour
of modern teaching methods conducive to forming communicative and problem-solving
skills and the ability to manage information and technology (State Program, 2010). Student
discourse is an indispensable part of student-centered approach and thus this study is
thought to have vital importance to meet the needs of the State Program in Kazakhstan.
Based on the studies and literature, this research pursues the aim to understand how
language teachers perceive and implement student discourse in their classrooms in a
selective school in Nur-Sultan. The case study design was employed because there was a
need to obtain an in-depth study (Crowe et al., 2011). With the help of purposive sampling
strategy, two teachers of Kazakh and two teachers of English language were selected as the
participants of the study. To receive a good quality data and gather the most important
information on how these four teachers carry out student discourse practices, individual
interviews and lesson observations were conducted with the consent of the teachers and
with due consideration of all NUGSE ethical norms. The qualitative data were analyzed
accordingly, which involved such steps as a preliminary data review, the interviews were
decoded and categorized. During the interviews teachers had the opportunity to reflect on
their practice and start to improve it, also understand the importance of student discourse
on the teaching process.
Description
Keywords
teacher-centered method, rote-learning, grammar-translation method, student-centered approach, reform, communicative approach, student discourse
Citation
Aitenova, Z (2019). Teachers’ perceptions and practices of implementation of student discourse in a selective school in Nur-Sultan. Graduate School of Education