Teachers’ perceptions of the recent curriculum reforms: a case study on Kazakhstani teachers’ utilization processes for the new course plan for English-Reference-Cited by-同舟云学术

Teachers’ perceptions of the recent curriculum reforms: a case study on Kazakhstani teachers’ utilization processes for the new course plan for English

Published:2024-07-14 Issue:1 Volume:11 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Yembergenova Danagul¹,Mamadiyar Akbota²,Zhaiyrbayev Serik³,Kumar Ajit⁴

Affiliation:

1. Graduate School of Education, Nazarbayev University, Astana, Kazakhstan

2. Department of English Language, Nazarbayev Intellectual School, Astana, Kazakhstan

3. Department of Global Perspective and Project Work, Nazarbayev Intellectual School, Astana, Kazakhstan

4. School of Business, Galgotias University, Greater Noida, India

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2024.2375083

Reference22 articles.

1. Ayubaeva N. (2012). Teacher engagement with reflective practice and itsimplications for teacher learning: A case study [Unpublished MPhil Thesis]. University of Cambridge Facultyof Education.

2. Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts

3. Dunstan, J. (1987). Equalisation and differentiation in the Soviet school 1958–1985: A curriculum approach. In B. J. Dustan (Ed.), Soviet education under scrutiny (pp. 32–70). Jordanhill College Publications. https://books.google.kz/books/about/Soviet_Education_Under_Scrutiny.html?id=DMCcAAAAMAAJ&redir_esc=y

4. ‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners

5. Fifty years of Soviet education;Grant N.;The Irish Journal of Education/Iris Eireannach an Oideachais,1967