As part of the CARCEIT ICEP 2 project “Nurturing Young Minds: Exploring the Role of Positive Early Childhood Education and Care (ECEC) in the Health and Well-being of Young Children in Kazakhstan,” Chapter 13 titled “Navigating Transformations: Early Childhood Education and Care in Kazakhstan” has been published in the Brill volume Teachers and Teacher Education in the Post-Soviet Context of Kazakhstan, edited by Professor Tsediso Michael Makoelle and Dr. Kairat Kurakbayev.
This chapter presents a systematic review of ECEC policy and practice developments, tracing the field’s transformation from Soviet legacy to modern reforms. It offers insights and recommendations for building a responsive and contextually grounded model of ECEC in Kazakhstan.
We are also proud to highlight the contribution of CARCEIT Post-Doctoral Research Fellow Zhadyra Makhmetova, who authored Chapter 15: “Exploring Assessment in Kazakhstani Pre-Service Teacher Education.”
This chapter examines how Kazakhstani primary pre-service teachers (PTs) learn about and make sense of educational assessment during their university training. The study reveals that PTs’ understanding of assessment is shaped by their experiences as school pupils, university students, and student-teachers, leading to a multifaceted, but often control- and accountability-oriented, view of assessment. The chapter offers important implications for theory, policy, and the design of teacher education programs in Kazakhstan.
Together, these chapters offer valuable contributions to reimagining both early childhood education and pre-service teacher education in Kazakhstan’s evolving educational landscape. 🔗 Book webpage: https://brill.com/display/title/71973
📄 Chapter 13 DOI: https://doi.org/10.1163/9789004726345
📄 Chapter 15 DOI: https://doi.org/10.1163/9789004726345_016
This chapter presents a systematic review of ECEC policy and practice developments, tracing the field’s transformation from Soviet legacy to modern reforms. It offers insights and recommendations for building a responsive and contextually grounded model of ECEC in Kazakhstan.
We are also proud to highlight the contribution of CARCEIT Post-Doctoral Research Fellow Zhadyra Makhmetova, who authored Chapter 15: “Exploring Assessment in Kazakhstani Pre-Service Teacher Education.”
This chapter examines how Kazakhstani primary pre-service teachers (PTs) learn about and make sense of educational assessment during their university training. The study reveals that PTs’ understanding of assessment is shaped by their experiences as school pupils, university students, and student-teachers, leading to a multifaceted, but often control- and accountability-oriented, view of assessment. The chapter offers important implications for theory, policy, and the design of teacher education programs in Kazakhstan.
Together, these chapters offer valuable contributions to reimagining both early childhood education and pre-service teacher education in Kazakhstan’s evolving educational landscape. 🔗 Book webpage: https://brill.com/display/title/71973
📄 Chapter 13 DOI: https://doi.org/10.1163/9789004726345
📄 Chapter 15 DOI: https://doi.org/10.1163/9789004726345_016
