Teachers' views on teaching modern Kazakh stories over national values

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Published: Jan 31, 2022
DOI: https://doi.org/10.18844/cjes.v17i1.6702

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Aliyeva Zhanat
Kazakh national women's teacher training university, Master of Humanities, Almaty, Kazakhstan
https://orcid.org/0000-0003-4261-3182
Abdikalyk Kunimzhan
Candidate of Sciences, Professor, Kazakh national women's teacher training university, Almaty, Kazakhstan
Alimkhan Aigul
Berkenova Rabiga Agabekkyzy
Berkenova Rabiga Agabekkyzy, Department of Kazakh language and literature, International Taraz Innovative Institute, Taraz, Kazakhstan
Abisheva Nurziya
Nur Mubarak Egyptian University of Islamic culture, Humanity Discipline Department, Almaty, Almaty, Kazakhstan

Abstract

It is extremely important to bring national and universal values to young individuals from an early age.  This study aims to evaluate the views of teachers about teaching modern Kazakh stories over national values. The qualitative research method was used in the research. The study group of the research consisted of 40 primary school teachers working in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, teachers expressed patriotism, customs, love of the flag, national holidays, historical awareness, historical artifacts, national sports, and handicrafts as values ​​that can be taught to students through Kazakh stories. Teachers expressed the advantages of teaching national values ​​with Kazakh stories as empathy, critical thinking, using imagination, developing reading, understanding and listening, effective teaching, material diversity, convenience in value teaching, and value reinforcement.


Keywords; Modern Kazakh stories;  national values; teacher opinions, values ​​education.

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How to Cite
Zhanat , A. ., Kunimzhan , A. ., Aigul , A. ., Agabekkyzy , B. R. ., & Nurziya , A. . (2022). Teachers’ views on teaching modern Kazakh stories over national values. Cypriot Journal of Educational Sciences, 17(1), 205–216. https://doi.org/10.18844/cjes.v17i1.6702
Issue
Vol. 17 No. 1 (2022): January
Section
Articles
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