TEACHERS’ BELIEFS AND PRACTICES ABOUT IMPLEMENTATION OF UPDATED CURRICULUM: A QUALITATIVE CASE STUDY IN ONE MAINSTREAM SCHOOL OF WEST KAZAKHSTAN

After the collapse of the Soviet Union, Kazakhstan began to gradually reform the education system to the level of the most developed countries in the world. In other words, after gaining the independence, the education system has experienced many challenges, for example, the content of the old curriculum focused on memorization rather than the formation of life skills for school leavers. As a result, according to the Organization for Economic Cooperation and Development (OECD), the main problems of education system in Kazakhstan were revealed, as the lack of equal access to quality education for students, limited independence of educational institutions, low levels of funding and lack of effective student lending. To address these issues, the introduction of an updated content program in Kazakhstan began in the 2016 academic year...