UNDERSTANDING UNIVERSITY TEACHING APPROACHES IN THE CONTEXT OF HIGHER EDUCATION REFORMS IN KAZAKHSTAN

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dc.contributor.authorJumabayeva, Zhanna
dc.date.accessioned2023-09-21T05:39:35Z
dc.date.available2023-09-21T05:39:35Z
dc.date.issued2017-01
dc.description.abstractDespite 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.en_US
dc.identifier.citationJumabayeva, Zh. (2017). Understanding university teaching approaches in the context of higher education reforms in Kazakhstan. Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7420
dc.language.isoenen_US
dc.publisherGraduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Restricteden_US
dc.subjecthigher educationen_US
dc.subjectKazakhstanen_US
dc.subjectreformsen_US
dc.subjectstudents’ learningen_US
dc.subjectteaching approachesen_US
dc.titleUNDERSTANDING UNIVERSITY TEACHING APPROACHES IN THE CONTEXT OF HIGHER EDUCATION REFORMS IN KAZAKHSTANen_US
dc.typePhD thesisen_US
workflow.import.sourcescience

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