The contribution of Professor Sh.Taubayeva in the development of pedagogical science

In Kazakhstan pedagogical science explores the contribution of the doctor of pedagogical sciences, Professor Sharkul Taubayeva in the development of pedagogical science based on specific and detailed research of the late twentiet hande arly twenty-first centuries. The system of teacher training institutions deal swiths cientific basis of the study, generalization and dissemination of advanced pedagogical experience of formation of research culture of teachers in secondary schools, enhancing the spiritual culture of the teacher, renewal of philosophical knowledge, updating the content of educationon a the oretical level, actions that contribute to the improvement of professional competence, content of culture studies, skills and knowledge, leading teachers to pedagogical creativity, the complementarity of spiritual culture. At the same time, a teacher cansucceed in educational activities only if he is able touse the rich experience of in novators in his work.

The Question Teacher and the Case for a Therapeutic Turn Within Teacher Education

Reflexivity figures increasingly in teacher education, and different reflexive turns have produced a range of directions for thinking about teachers and teaching. This article problematizes some reflexive practices, including self-study and teacher renewal, as a means of contextualizing a call for the inclusion of a therapeutic reflexivity aimed at the “question teacher.” Derived from the psychoanalytic and psychotherapeutic subject, this “question teacher” is vulnerable and motivated by forces not entirely conscious or rational. It is argued that a psychotherapeutic pedagogy enables teachers to address their existential and relational difficulties and contributes to a teacher education that sees teacher identity and practice as highly relational and situated. Examples of a fully committed therapeutic reflexivity are given, alongside some research results of their transformational potential. It is proposed that the generation of empirical evidence for the efficacy of therapeutic reflexivity will permit its advocates to answer critics and overcome a systemic resistance.

Teacher-Researchers as Levers of Doctoral Curriculum in Engineering

Policy-level interventions aim to expedite institutional change in universities but the related decisions rarely materialize as sustained grassroots-level implementations genuinely transforming teaching or learning practices. A vision without execution remains mere rhetoric or could even disrupt the persistent long-term development that committed teachers pursue as their more subtle and routine mode of operation. This article therefore suggests that attention be turned to classroom processes and research efforts that allow university teacher-researchers to practice their occupation in the most effective way possible. Such efforts draw on teacher resources, competence and motivation, and benefit the students through an elevated quality and targeted content of education. This article showcases an empirical development endeavor from Aalto University that, while responding to doctoral students’ learning needs and institutional demands for higher publication productivity, enhances teacher capacity and paves the way for a more extensive bottom-up institutional reform of doctoral education. The data-driven, quantitative analysis of a sample of 381 doctoral candidates in engineering directs the pedagogic focus in a doctoral writing course away from grammar and linguistic proficiency towards writing support that accentuates usability and communicative value. In particular, the study proposes foci on writing efficiency, effect and reader satisfaction, ultimately facilitating publication productivity and quality. This article describes the pedagogical basis for the Writing Doctoral Research course that was built as a result of the needs analysis, and presents the related course design and organization. The ultimate aim is to substantiate allocation of language teacher working hours to research by demonstrating how audience needs analyses can benefit both the quality of education and teacher renewal.

Schools as Artifacts: Critical Autoethnography and Teacher Renewal

This article examines how past memories can shape how we see the present and future in the context of teacher education and professional development. Using qualitative inquiry, drawing in particular on self-study and memory-work, I explore the ways in which critical autoethnography can serve as a tool for personal and professional growth in the context of teacher identity.