Рефлексивті есептерді жазу және таныстырылым сөздерін дайындау бойынша әдістемелік ұсыныстар Семей, 2013

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ABOUT THE AUTHOR
Khohotva Olga – a trainer at the branch of the “Center 
of Excellence” in Semey since 2012. In the past, an English 
teacher at Nazarbayev Intellectual School of Physics and 
Mathematics, the holder of the international certificate with 
honors from the University of Cambridge and the British 
Council for passing training courses for teachers of the 
Republic of Kazakhstan, courses on critical thinking and 
modern methods of teaching English.
I will be glad to receive suggestions, comments and 
suggestions by e-mail: trea27@mail.ru
FROM THE AUTHOR 
I would like to say words of thanks to my colleagues - teachers, participants of the third 
basic level courses, who studied in group number 2 in Astana from 04.04.12 till 23.06.12 
- from whom I’ve learned a lot and who inspired me to write these recommendations to 
help the following groups.
Special thanks to my colleagues who have given their consent for using the extracts 
from their reflective accounts as examples.
PREFACE
When working as a trainer, as well as an independent trainer on the professional 
development training courses on the Program of the third (basic) level for teachers of 
Kazakhstan my trainees were teachers of secondary schools from all over the country. 
These are the teachers who teach a variety of subjects, with a large and not experienced 
of working at school. These are the teachers who came to my sessions in order to acquire 
new knowledge and find new ideas for improving their own practice in classrooms. In 
consequence, I have had the opportunity to get acquainted with the results of the practical 
work of my colleagues through their presentations and reflective accounts.
Attending the presentations, I noted the enthusiasm with which teachers talked about 
their practice in schools, the way their eyes were burning with interest when they were 
sharing experience on the implementation of the ideas of the seven modules of the Program 
into their practice.
However, often, teachers’ outstanding oral presentations were at odds with the level 
of their reflective accounts. Consistency and expressiveness of oral presentations were 
often accompanied by the “threshold” for writing a reflective account.
The question arose why teachers are perfectly able to present their work verbally, but 
they cannot successfully reflect it in writing?
In my opinion, this happened because our teachers were not trained to write accounts 
based on a specific structure, common in Europe and in the West, to build their arguments 
in a logical order, bring valid proof, express their opinion on the evidence, speculate about 
the future plans.
From my own school experience, I remember that when I was given a task to write 
an essay I was just required to read a book and write its contents down. Later, while 
studying at the institute, I remember the demands of teachers to students’ papers - they 
were satisfied with a beautiful cover page and the volume of a printed text, but didn’t care 
about the presence of the student’s own opinion about the material covered. And I am 
sure that this practice was common in many schools. Unfortunately, traditional education 
did not contribute to the development of people’s critical thinking skills and the ability to 
combine the iridescent mosaic of facts into a creative picture, also did not it taught logical 
skills to express clear points of views in writing, and turn the text into a powerful source of 
influence reader’s minds.
That’s why there was the need to write this collection of recommendations for the 
future trainees in order to assist them in writing reflective accounts, and preparation of 
presentation speech. Also, the guidelines can be used by the trainers during the «Face to 
face» stage to clarify the structure of teachers’ reflective accounts and the main requirements 
to them. In addition, the recommendations include some advice to teachers to prepare for 
the presentation of the outcomes of their work during the period «school practice» of the 
level Program.

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