{"id":114,"date":"2015-11-20T12:49:59","date_gmt":"2015-11-20T12:49:59","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/education\/?p=114"},"modified":"2015-12-18T14:10:30","modified_gmt":"2015-12-18T14:10:30","slug":"going-beyond-the-information-given","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/education\/2015\/11\/20\/going-beyond-the-information-given\/","title":{"rendered":"Going beyond the information given"},"content":{"rendered":"

Introduction <\/strong><\/p>\n

During November 2015, twenty-five academic colleagues from universities across Kazakhstan undertook a study visit to Newcastle University.\u00a0 The visit was hosted and facilitated by staff from ECLS and managed through the North Leadership Centre.\u00a0 Our visitors had a busy schedule of taught sessions and workshops during which they were offered insights in to a wide range of academic practices.\u00a0 At the same time, the visitors experienced British life \u2013 both in Newcastle and further afield.\u00a0 Every day was an opportunity for learning, but what have they learned and what difference will it make in their own work and in development of Higher Education in Kazakhstan?\u00a0 One session was about blogging for academic development and communication.\u00a0 Here in their own words is a blog post written collaboratively in that session. Writing in English they reflected on their experiences and possible outcomes, helping us make sense of how they are \u201cgoing beyond the information given\u201d.<\/p>\n

Professional development<\/strong><\/p>\n

\"Untitled\"<\/a><\/p>\n

Meiramgul Mukhambetova, Aizhan Mamyrbekova, Gulsara\u00a0Turguntayeva, Saltanat Nyshanova, Gulsim Tulepova<\/em><\/p>\n

In education the term professional development can be used in reference to a wide variety of specialized training. To be professionally developed teachers should improve their professional knowledge, skills, competence and creative activity. In practice professional development for educators encompasses an extremely broad range of topics and formats. It would be helpful, for example, to work with colleagues in professional learning communities to develop teaching skills. This might help us to develop collaborative courses that are taught by teams of two or more teachers. We would like opportunities to be professionally developed to increase our teaching skills by using different types of learning technologies. All of the aspects which we learned about in Newcastle, such as constructivism, critical thinking, working in small groups, microteaching and online learning are priorities for our professional development. Our learning will have an impact on our own students\u2019 learning and future success. To succeed we should improve our professional development step by step.<\/p>\n

Microteaching<\/strong><\/p>\n

\"Microteaching<\/a><\/p>\n

Dana Jantemirova, Bibenur\u00a0Baidalinova, Galiya Suleimenova, Laura\u00a0Butabayeva<\/em><\/p>\n

Today I want to tell you about my microteaching experience at Newcastle University. It was amazing!\u00a0 Many thanks to our tutors: Anna Reid and Alina Schartner<\/p>\n

And what is microteaching you ask me? <\/em><\/p>\n

Microteaching required us to present to our colleagues a short episode of a lesson of our choice.<\/p>\n

We discovered that it is an excellent way to understand your teaching techniques not only \u201cinside\u201d but more important \u201coutside\u201d. Microteaching pushed us to leave our comfort zone because our everyday practice means the interaction with our students a lot and we cannot observe ourselves. In this case it is possible to improve our teaching practical skills.<\/p>\n

\"KZN<\/a><\/p>\n

How does it work?<\/em><\/p>\n

Colleagues gather in one small group and one of them presents the short episode of his lecture or seminar (or something else) and during the lesson colleagues behave as students. \u00a0The group then all evaluate his style of lesson, his techniques of teaching. In this way we improve our interactive skills.<\/p>\n

How can it be used in our future?<\/em><\/p>\n

We should share the experience for improving the teaching quality of our colleagues.<\/p>\n

At the end, we understood that using microteaching experience will be useful for our colleagues to improve their interactive practical skills, interpersonal relationships and making their lessons more effective.<\/p>\n