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SUMMARY:Collaborative teacher learning in Kazakhstan: Is it something new 
 or well-forgotten past? - Nazipa Ayubayeva (PhD student\, Faculty of Educa
 tion\, University of Cambridge and Vice-Chair\, Nazarbayev Intellectual Sc
 hools\, Kazakhstan)
DTSTART:20141113T174500Z
DTEND:20141113T183000Z
UID:TALK56077@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:In recent years constructivist perspectives on learning have b
 ecome increasingly influential and can be said to represent a paradigm shi
 ft in the epistemology of knowledge and theory of learning in Kazakhstan. 
 This approach looks for what students can analyse\, investigate\, cooperat
 e\, share and generate based on what they already know\, rather than what 
 facts they can parrot. This shift in understanding of how learning occurs 
 marks an important new direction for teacher learning\, teacher’s profes
 sional development and the teacher’s role as an educator. According to t
 his thinking\, teacher’s learning is more enduring when the learning pro
 cess is combined with reflection\, and that reflection is done in collabor
 ation with peers passionate about the ideas\, activities and processes. Th
 is works within well-functioning\, cohesive groups and professional learni
 ng communities.  This presentation looks at existing collaborative practic
 es in Kazakhstani schools\, such as the pedagogical council\, methodologic
 al council and methodological subject units which were inherited from the 
 Soviet education system. Their role in the past as well as their potential
  to become collaborative teacher learning platform in the future is examin
 ed. 
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room GS5
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