Leave Me Alone—Simply Let Me Teach
An Exploration of Teacher Professionalism in Kyrgyzstan
Bibliographic Data
| ID | 6059720 |
|---|---|
| Authors | Nurbek Teleshaliyev (University of Cambridge, corresponding author) |
| Year | 2013 |
| Volume | 45 |
| Issue | 2 |
| Pages | 51-74 |
| Publication date | 2013-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Education (JOURNAL) |
| Journal identifiers | ISSN: 1056-4934 • E-ISSN: 1944-7086 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.2753/eue1056-4934450203 |
| OpenAlex | W2317819638 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
This article examines how, in the context of the increasing deprofessionalization of the teaching professional both nationally and internationally, teachers have attempted to reshape the notion of "professionalism" in a post-Soviet Kyrgyzstan, where teachers function within a top-down, bureaucratic education system. The article employs Evans's (2008) concept of "professionality orientation" to explore teacher professionalism as it is really practiced by teachers, focusing on teachers in four schools, whose professional practice is indicative of teacher professionalism across Kyrgyzstan. The article reveals that teachers in Kyrgyzstan face a demand for professionalism of a dual nature: one inherited from the legacy of Soviet ideology, the other, the Western managerialism championed by international donors. Both "demanded professionalisms" limit teachers' participation in shaping their work. The article concludes with the argument that professional leadership by teachers and teacher-led reform, or "enacted professionalism," is what is necessary to effectively address falling education standards, deteriorating learning outcomes, and worsening working conditions for teachers in Kyrgyzstan
Mathematics education · Political science · Sociology · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Mentoring and Academic Development · Psychology
The Fourth Way
The reflective practitioner
Educational Reform in Post-Soviet Russia
The erosion of vospitaniye (social upbringing) in post-Soviet Kyrgyzstan
What knowledge is of most worth to teachers? A knowledge-use perspective
Private tutoring in Eastern Europe and Central Asia
Professionalism, Professionality and the Development of Education Professionals
Norms of Collegiality and Experimentation
The Social Embeddedness of Professions in Kyrgyzstan
Teacher professional identity
Trading or Teaching
School Teacher
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |