About this paper

Appears in:
Pages: 3923-3932
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0958

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

CRITICAL THINKING IN KAZAKHSTAN: UNDERSTANDINGS AND PERCEPTIONS OF UNIVERSITY LANGUAGE INSTRUCTORS

A. Myrzabayeva

Nazarbayev University (KAZAKHSTAN)
Critical thinking (hereinafter CT) has appeared as a valuable addition to a language learning process, and has become a core element of competences that give meaning and logic for each object (Paul and Elder, 2004; Moon, 2008; Fell & Lukianova, 2015). CT a second problem in Kazakhstani higher education (hereinafter HE) after corruption (Felix, 2011). The root of the problem comes from the Soviet education system which lacked autonomy and independent thinking, was teacher-centered, and focused on memorization, translation and lecturing (Burkhalter & Shegebayev, 2010, 2012; Felix, 2011; Tretyakov & Gersonskaya, 2012; ). As CT is a quite new concept in the Kazakhstani HE system, not all Soviet-trained faculty know what is CT and how to develop it properly, especially in language classrooms.

Taking into account the importance of cultivating CT among students, and trilingual policy (Kazakh, Russian, English) which has been implementing actively in HE, the government set requirements for current educators to improve and develop these life need skills and knowledge among learners. Therefore, the purpose of the research is to explore how university faculty perceive students’ CT development in teaching Kazakh, Russian, and English languages; compare perceptions of CT in each language; and analyze how faculty’s teaching experience impact on their perceptions. In order to reach the goal, it will be pertinent to use qualitative interview-based research approach involving six faculty members teaching Kazakh, Russian, and English languages (two teachers from each language).

The final results of the study will be helpful for: firstly, policy makers to understand most faculty’s perceptions of CT; how they use it in teaching languages; and see any improvements and promotions of the CT concept among teachers in order to ameliorate this field. Secondly, the study would be informative for faculty. As Burkhalter & Shegebayev (2010) found out that if teachers comprehend the notion of CT and know techniques to develop it, they are more likely to apply new methods of teaching replacing traditional one. Therefore, raising this topic among faculty will increase comprehension about CT development in teaching languages, generate new skills, and have more chances for application of CT in their subjects. Moreover, as there is little research and investigations done on CT in Kazakhstani context, the study may contribute to filling in the gap in literature in the research area.
@InProceedings{MYRZABAYEVA2017CRI,
author = {Myrzabayeva, A.},
title = {CRITICAL THINKING IN KAZAKHSTAN: UNDERSTANDINGS AND PERCEPTIONS OF UNIVERSITY LANGUAGE INSTRUCTORS},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0958},
url = {http://dx.doi.org/10.21125/inted.2017.0958},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {3923-3932}}
TY - CONF
AU - A. Myrzabayeva
TI - CRITICAL THINKING IN KAZAKHSTAN: UNDERSTANDINGS AND PERCEPTIONS OF UNIVERSITY LANGUAGE INSTRUCTORS
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0958
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 3923
EP - 3932
ER -
A. Myrzabayeva (2017) CRITICAL THINKING IN KAZAKHSTAN: UNDERSTANDINGS AND PERCEPTIONS OF UNIVERSITY LANGUAGE INSTRUCTORS, INTED2017 Proceedings, pp. 3923-3932.
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