Abstract

In recent years constructivist perspectives on learning have become increasingly influential and can be said to represent a paradigm shift in the epistemology of knowledge and theory of learning in Kazakhstan. This approach looks for what students can analyse, investigate, cooperate, 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 professional development and the teacher’s role as an educator. According to this thinking, teacher’s learning is more enduring when the learning process is combined with reflection, and that reflection is done in collaboration with peers passionate about the ideas, activities and processes. This works within well-functioning, cohesive groups and professional learning communities. This presentation looks at existing collaborative practices in Kazakhstani schools, such as the pedagogical council, methodological 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 examined.