Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- Part II Piloting Initiatives and Scaling Up to the Whole System
- 6 Piloting the Renewed Content of Education
- 7 Revising the Content and Standards of Student Assessment
- 8 New Ways of Financing Schools
- 9 Professional Capacity of the Leading Schools as a Managing Mechanism in Updating the Content of Secondary Education in Kazakhstan
- 10 The Teacher Leadership in Kazakhstan Initiative
- 11 Developing Teachers as Researchers
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
10 - The Teacher Leadership in Kazakhstan Initiative
Antecedents and Achievements
from Part II - Piloting Initiatives and Scaling Up to the Whole System
Published online by Cambridge University Press: 09 November 2023
Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- Part II Piloting Initiatives and Scaling Up to the Whole System
- 6 Piloting the Renewed Content of Education
- 7 Revising the Content and Standards of Student Assessment
- 8 New Ways of Financing Schools
- 9 Professional Capacity of the Leading Schools as a Managing Mechanism in Updating the Content of Secondary Education in Kazakhstan
- 10 The Teacher Leadership in Kazakhstan Initiative
- 11 Developing Teachers as Researchers
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
Summary
Our chapter focuses on a three-year project called ‘Teacher Leadership in Kazakhstan’ (TLK). In three years, the project grew to a nationwide initiative and had 500 active participants from thirty-five urban and rural schools. We adopted a narrative approach to explain the policy context for teacher leadership development, and we have reported the introduction of the TLK initiative in a sequential manner and summarised the key lessons that we learned throughout the project’s implementation.
Keywords
- Type
- Chapter
- Information
- Mapping Educational Change in Kazakhstan , pp. 173 - 188Publisher: Cambridge University PressPrint publication year: 2023
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