Michelle Bedeker
Biographic Data
| ID | 2926067 |
|---|---|
| NAME | Michelle Bedeker |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Bedeker |
| SIGNATURE | BEDEKER M |
| AFFILIATIONS | New Uzbekistan University |
| ORCID | 0000-0002-3075-9881 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating the university PedTech Wonderland
This paper critically examines the digital transformation in higher education, arguing that the COVID-19 pandemic accelerated a shift where pedagogical purpose is increasingly eclipsed by technological functionality. Metaphorically framing the contemporary university as a PedTech Wonderland, I explore the disorienting landscape where platform-driven logics displace meaningful engagement, and conventional pedagogies offer little guidance. Drawing …
An integrative systematic review of career transitions across STEM and Hass disciplines
Amidst growing academic job market saturation, doctoral education faces urgent calls to reorient PhD training toward diverse career pathways. Yet, it remains unclear how well current reforms address structural barriers, particularly for Humanities, Arts, and Social Sciences (HASS) graduates. This integrative systematic review synthesises 27 empirical studies (2015–2024), identified through Scopus and Eric, using the SPIDER framework and criticall…
Unequal returns? A bourdieusian analysis of the state-funded education and career pathways in Kazakhstan
The Curriculum Does Not Know the Conditions Under which I Teach”
Balancing tradition and reform
Reform in Uzbekistan’s higher education has promised competency-based, inquiry-driven and student-centred teaching, yet mathematics curricula remain anchored in inherited traditions. A document analysis of curricula, textbooks and assessments from five universities revealed three dominant patterns: procedural fluency is consistently privileged over reasoning and problem-solving; outdated, procedurally focused textbooks reproduce compliance rather…
Silencing the scholar
This paper examines how Kazakhstan’s state-funded doctoral work mandate redefines the purpose of the PhD, shifting it from knowledge production to state obligation. Drawing on Bourdieu’s theory of practice and Appraisal Theory, we analyse how policy documents construct the doctoral graduate not as a scholar but as a repayable investment. The findings identify three interrelated mechanisms: the conversion of academic capital into state-aligned lab…
Leveraging the pedagogical nexus in CLIL professional development
A critical view of National Senior Certificate examination discourse and First Additional Language writing tests
Critical views on language testing have long pointed out that tests are not neutral and that the use of test results requires a deeper interrogation of who is assessed, in what language and to whose benefit In South Africa, English, especially Standard English, creates a linguistic market where additional language (L2) students' writing and English language proficiency are under constant evaluation. Various systemic tests since 1994 highlight stu…
“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions
Social stratifying Kazakhstan
This study addresses educational disparities faced by socioeconomically disadvantaged students, particularly in accessing international higher education in the post-Soviet region, focusing on Kazakhstan. While studies of social class formation in developing countries are inconclusive, the literature overwhelmingly shows that high socioeconomic groups dominate access to international education. In this qualitative study, we conducted semi-structur…
I can easily switch to the Kazakh language, also to the Russian language’
There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It included 15 science teachers who teach science through the English medium of instruction (EMI). A hybrid cod…
I can easily switch to the Kazakh language, also to the Russian language’
There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It included 15 science teachers who teach science through the English medium of instruction (EMI). A hybrid cod…
I can easily switch to the Kazakh language, also to the Russian language’
There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It included 15 science teachers who teach science through the English medium of instruction (EMI). A hybrid cod…
A critical view of National Senior Certificate examination discourse and First Additional Language writing tests
Critical views on language testing have long pointed out that tests are not neutral and that the use of test results requires a deeper interrogation of who is assessed, in what language and to whose benefit In South Africa, English, especially Standard English, creates a linguistic market where additional language (L2) students' writing and English language proficiency are under constant evaluation. Various systemic tests since 1994 highlight stu…
“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions
Social stratifying Kazakhstan
This study addresses educational disparities faced by socioeconomically disadvantaged students, particularly in accessing international higher education in the post-Soviet region, focusing on Kazakhstan. While studies of social class formation in developing countries are inconclusive, the literature overwhelmingly shows that high socioeconomic groups dominate access to international education. In this qualitative study, we conducted semi-structur…
Silencing the scholar
This paper examines how Kazakhstan’s state-funded doctoral work mandate redefines the purpose of the PhD, shifting it from knowledge production to state obligation. Drawing on Bourdieu’s theory of practice and Appraisal Theory, we analyse how policy documents construct the doctoral graduate not as a scholar but as a repayable investment. The findings identify three interrelated mechanisms: the conversion of academic capital into state-aligned lab…
Leveraging the pedagogical nexus in CLIL professional development
Navigating the university PedTech Wonderland
This paper critically examines the digital transformation in higher education, arguing that the COVID-19 pandemic accelerated a shift where pedagogical purpose is increasingly eclipsed by technological functionality. Metaphorically framing the contemporary university as a PedTech Wonderland, I explore the disorienting landscape where platform-driven logics displace meaningful engagement, and conventional pedagogies offer little guidance. Drawing …
An integrative systematic review of career transitions across STEM and Hass disciplines
Amidst growing academic job market saturation, doctoral education faces urgent calls to reorient PhD training toward diverse career pathways. Yet, it remains unclear how well current reforms address structural barriers, particularly for Humanities, Arts, and Social Sciences (HASS) graduates. This integrative systematic review synthesises 27 empirical studies (2015–2024), identified through Scopus and Eric, using the SPIDER framework and criticall…
Unequal returns? A bourdieusian analysis of the state-funded education and career pathways in Kazakhstan
The Curriculum Does Not Know the Conditions Under which I Teach”
Balancing tradition and reform
Reform in Uzbekistan’s higher education has promised competency-based, inquiry-driven and student-centred teaching, yet mathematics curricula remain anchored in inherited traditions. A document analysis of curricula, textbooks and assessments from five universities revealed three dominant patterns: procedural fluency is consistently privileged over reasoning and problem-solving; outdated, procedurally focused textbooks reproduce compliance rather…
Higher education (5 works) · Sociology (4 works) · Computer Science (3 works) · Curriculum (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Qualitative research (3 works) · Second Language Learning and Teaching (3 works) · Academic advising (2 works)