GSE Publications

Document Type

Journal Article

Date of this Version

3-31-2018

Publication Source

Journal of Educational Sciences

Volume

53

Issue

4

Start Page

31

Last Page

42

Abstract

This paper looks at the different norms of practice between mathematics teachers in two countries, Kazakhstan and England. These differences pose challenges and opportunities for the implementation of a new secondary curriculum in Kazakhstan; a curriculum that has been shaped by and is grounded in prevailing practice in English educational system. The paper draws on survey data from the 2011 TIMSS exercise and relates it to our observations of classrooms in Kazakhstan over the last 5 years. The analy­sis draws on various cross­national studies of teachers’ work and studies of subject departments. The paper concludes with a discussion of the implications for successful curricula change and how it can be supported by an understanding of prevailing norms of practice. The paper also illustrates the continued value of cross­national comparison of educational practices especially for relatively new nations. It ques­tions the popular notion that global waves of policy solutions have washed, unimpeded and unchanged, across national borders.

Copyright/Permission Statement

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License: https://creativecommons.org/licenses/by-nc/4.0/.

Keywords

comparative studies, teacher education, teaching practices, TIMSS

Share

COinS
 

Date Posted: 18 March 2019