||Nazarbayev University Graduate School of Education, Astana, Kazakhstan.
Office: +7 71
||Olga Chorosova, Director of Institute of Continiung Professional Education of the M.K. Ammosov North-Eastern Federal University, Sakha Republic.
||Theme 4: Building Long-term Human Capacity
||4.1 Lifelong Professional Education in the Present Context of Transformation and Their Impact on the Quality of Life
Wed, Sep 14, 2016 10:45 AM
- 11:00 AM
||This paper discusses the background and key findings of a mixed‐method research project which was designed, within the context of teacher wellbeing, to provide an investigation of teachers’ experiences of educational change in the social contexts of the two post-Soviet countries – Kazakhstan and Sakha (Yakutia) Republic. Both countries in the study have been characterised by a flood of educational reforms as a consequence of the post-Soviet educational crisis of the 1990s. The research explored the complexities of teacher wellbeing from the perspective of educational change theory. It is worth-noting that there has been little theoretical treatment and empirical research on the ways positive and negative factors of teacher wellbeing have an influence on school performance and policy implementation in the post-Soviet context. Based on the influential work of Cuban (1998) and Fullan (2007), findings of the research suggest that the teacher wellbeing phenomenon bears an important impact on the success of educational policy enactment (Heimans 2012). Portraying teachers as agents of change, the paper discusses a complex set of teacher wellbeing factors that influence both intended and unintended consequences of policy implementation. The extent of successful policy enactment can be restricted by the shifting conditions of teacher wellbeing.
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