UNDERSTANDING UNIVERSITY TEACHING APPROACHES IN THE CONTEXT OF HIGHER EDUCATION REFORMS IN KAZAKHSTAN
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Date
2017-01
Authors
Jumabayeva, Zhanna
Journal Title
Journal ISSN
Volume Title
Publisher
Graduate School of Education
Abstract
Despite the large amount of research on teaching approaches internationally, there is little
research on Kazakhstani university teachers’ teaching approaches, especially in light of
current higher education reforms. The aim of this study is, therefore, to develop an in-depth
understanding of the ways teachers of two universities understand and use teaching
approaches, and how these teaching approaches promote students’ learning. This research
examined current higher education reform initiatives that influenced the way teachers teach.
The study employed mixed methods design combining qualitative and quantitative research.
For the qualitative research part, interviews at two universities in Kazakhstan were conducted
to investigate university teachers’ perceptions and views on how they understand and change
teaching approaches under current higher education reforms and how (or if) these changes
affect students’ learning. Moreover, focus groups with students were conducted to ask their
views regarding the topic. For the quantitative research part, a survey was conducted with a
larger sample of students from the same universities to explore their perceptions of their
teachers’ teaching approaches and the impact on their learning. The data from the findings
revealed that teachers encounter a wide range of challenges in accommodating their teaching
approaches to support students’ learning needs. The study also revealed that teachers need
proper training, clear direction and instructional support from the Ministry to accommodate a
smoother transition from traditional to new approach. Overall, this study found that university
teachers recognize the importance of using new teaching approaches as it affects students
rather positively. Teachers and students generally agree that these approaches have
contributed to a) more in-depth knowledge, b) higher motivation and interest towards
learning, c) greater appreciation for teachers’ instruction, and d) improved attendance and
participation. Along with that, university teachers acknowledged that different factors,
including teacher workload, paper work and bureaucracy, impeded them from the use of new
teaching approaches.
Description
Keywords
Type of access: Restricted, higher education, Kazakhstan, reforms, students’ learning, teaching approaches
Citation
Jumabayeva, Zh. (2017). Understanding university teaching approaches in the context of higher education reforms in Kazakhstan. Graduate School of Education