STUDY OF NIS TEACHERS’ PERCEPTIONS OF TEACHER PROFESSIONALISM IN KAZAKHSTAN
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Date
2020
Authors
Amirova, Bakyt
Journal Title
Journal ISSN
Volume Title
Publisher
IAFOR Journal of Education: Studies in Education
Abstract
The purpose of this study is to understand the central phenomenon of teacher professionalism,
identify the perceptions of teacher professionalism and what factors contribute to or inhibit
teacher professionalism. The main research question of this study is how do Nazarbayev
Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary
research questions were addressed in order to reach the purpose of the study: what are the
teachers’ perceptions of the factors that contribute to teacher professionalism at school?and
what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured
interviews were conducted with ten participants and analyzed with the help of thematic coding
and interpretation. The researcher used purposeful sampling. The study is significant because
it voices teachers’ perceptions of how teacher professionalism is defined in the educational
system of independent Kazakhstan as well as in the Central Asia region. The research findings
revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various
aspects of teaching and learning including commitment to the profession, school-based courses,
professional learning communities, and supportive work environment. There are also certain
factors that inhibit professionalism including lack of time-management skills, lack of
motivation, burnout and paperwork. The study has limitations as only ten participants shared
their perspectives on teacher professionalism. Future studies could extend the research by
conducting a similar study in other Kazakhstani school contexts, or other schools in Central
Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of
different subjects teaching in rural and urban areas
Description
Keywords
Type of access: Open Access, Intellectual Schools, Nazarbayev, perception, teacher professionalism, Kazakhstan
Citation
Amirova, B. (2020). Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan. IAFOR Journal of Education, 8(4), 7–23. https://doi.org/10.22492/ije.8.4.01