Chapter 21 The Necessity of Providing Guidance for Reflection in Inservice Teacher Training Programs in Kyrgyzstan

Abstract

In this chapter, the author argues that only raising awareness about teaching techniques in short-term inservice teacher training programs is not sufficient. She calls for inclusion of practical guidance for systematic reflective practice that will help teachers become autonomous in the long term. As many developing countries are still deprived of formal teacher development faculty at educational institutions who can support teachers’ growth in-house, she suggests that inservice teacher training programs incorporate guidance for teacher reflection to assist practitioners’ ongoing learning when they return to their school settings.

Citation

Musaeva, C. (2013), "Chapter 21 The Necessity of Providing Guidance for Reflection in Inservice Teacher Training Programs in Kyrgyzstan", Craig, C.J., Meijer, P.C. and Broeckmans, J. (Ed.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 443-456. https://doi.org/10.1108/S1479-3687(2013)0000019024