I was lucky to join you here, because i am not among confident users of modern types of communication and honestly, do not like them. However,it helps be one of the members of the “digital generation” )))). Well, at first, some words about last year problems the most frustrating of which was internet connection with Moodle, the mail and so on, because every time to solve any of these problems I got the answer “You have to visit the IT department”. I hope not to have such problems this year.
As for courses we had last year, I think they all were useful and interesting, but coordination of deadlines was not very nice as well as the dates for writing. I would like to repeat my idea-one week for doing any task is not enough, more reasonable period is 10 days, it will allow us to read and write more accurately having time to think of the ideas.
One more year and greater challenge-writing THESIS… Till the end of August I was sure to continue my proposal about the demotivation of graduating students to become teachers as professionals, but one conversation changed my mind and I decided to investigate the topic of team-teaching. The draft title is “How collaborative teaching is understood and implemented in Kazakhstan educational environment”. Having looked some articles and videos I learned that there is no pure notion of team-teaching, because it is one of sides of so called “collaborative teaching” (two teachers are planning and conducting lessons).This type of teaching is used to provide better opportunity to learn for all students through creating situation of success for pupils, who are quite different in skills and abilities to study. Collaborative teaching is important in the enclusive education, because the learning problems and barries can be solved in the lesson (one teacher is explaining, another one is helping students who need additional explanation or time to think).
There is a lot of information about main directions and approaches in this pedagogical sphere, but it is also true that this way of teaching is hardly researched in Kazakhstan environment. The international teachers are actively invited not only to Nazarbaev Intellectual schools, but mainstream ones as well. The International faculty have to pass the selective contest and it means that now our educational officials understand that we need not “english-speakers”, but professional subject- teachers with academic background and working experience. It is fine to have the chance of working and learning something new together at the same time, but nevetheless there can be problems in the views and methods of teaching in our national environment. The problems appear when schools are working due to the international programs and should follow the national standards of education as well. In this case the questions are to what extent we should use the rules of the international methodology in our schools and how effective collaborative teaching is if international teachers work without paying attention to the national peculiarities of the school curriculum; these are only some aspects and I am sure that while doing the research I will come across more interesting and complicated points.