Session Information
11 SES 13 B, Teachers' Working Practices and Reform (Part 1)
Symposium to be continued in 11 SES 14 B
Contribution
This paper looks at the similarities and differences in how teachers of 8th Grade Mathematics in Kazakhstan and England exercise their professional practice; what activities they routinely use and what they believe to be effective modes of work and what they believe helps and hinders learning. Drawing on previous studies and conceptions of teachers working lives by Huberman (1989), Floden & Huberman (1989), Moore Johnston (1990) and more recently by Sachs (2003) and Day & Gu, (2010) it uses the 2011 TIMMS data to compare and contrast selected practices. Despite significant contextual differences in the way teachers are compensated and in the way schooling is organized the comparison is pertinent because Kazakhstan is beginning to implement a new Mathematics curricula developed by Cambridge International Examinations and grounded in contemporary western practice.
References
Day, C., & Gu, Q., (2010). The New Lives of Teachers. Routledge, New York. Floden, R.E., & Huberman, M., (1989). Teachers’ professional lives: the state of art. International Journal of Educational Research, 13,(4) pp 455-466. Huberman, M., (1989) On Teachers Careers: Once Over Lightly with a Broad Brush. International Journal of Educational Research 13,(4) pp 347-362.
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