Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan

Autor/inn/en	Burkhalter, Nancy; Shegebayev, Maganat R.
Titel	Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan
Quelle	In: International Review of Education, 58 (2012) 1, S.55-72 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-012-9285-5
Schlagwörter	Democracy; Social Change; Social Systems; Educational Change; Foreign Countries; Critical Thinking; Fear; Thinking Skills; Skill Development; Teaching Methods; Rote Learning; Interviews; Teacher Attitudes; Student Centered Curriculum; Authoritarianism; Teacher Education; Teaching Experience; Kazakhstan + Suchen Sie Ihr Suchwort? Demokratie; Sozialer Wandel; Social system; Soziales System; Bildungsreform; Ausland; Kritisches Denken; Furcht; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Mechanisches Lernen; Interviewing; Interviewtechnik; Lehrerverhalten; Autoritarismus; Lehrerausbildung; Lehrerbildung; Kasachstan
Abstract	This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10