| Summary: | This research aims to evaluate a newly formatted professional development course established in Kazakhstan in 2011. This paper focuses on ways to assess the effectiveness of this particular professional development programme by applying Guskey’s Framework (2000). The research study was conducted through a case study at a secondary school in Western Kazakhstan by using questionnaires and semi-structured interviews. This research have produced a number of key findings:
the participants highly valued the impact of the professional development on their teaching practice;
the professional development course led to changes in teachers’ practices, teachers established a collegial sharing approach within the organization;
the school organization supported and facilitated the implementation of new knowledge;
student learning improved as a result of teachers’ experiences of professional development.
The main assumption drawn from this inquiry are that the implementation of this programme has led to anticipated goals:
teachers have experienced changes in their practices,
teachers have developed action research skills and self-reflection,
students have improved their learning.
This research provides practical suggestions on how to conduct further research on this topic which should enhance its findings.
Key words: professional development, educational policy in Kazakhstan, Guskey’s Framework, case study, collegial sharing, school organization.
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