«xviii сәтбаев оқулары» 1 Ќазаќстан республикасы білім жєне ѓылым министрлігі
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» сериясы «XVIII СӘТБАЕВ ОҚУЛАРЫ» 208 209 course is 12 years. The teacher holds a high position in the school hierarchy, and the pupils are obliged to show respect to him, otherwise, they will drop themselves in the eyes of the group [7]. So, when the teacher enters the classroom, the headman pronounces the phrase «Kirita!» (Get up), and the students rise together from their seats. Then the headman gives the command «Ki vo tuke», and all should straighten out, stretch their arms at the seams and stop talking. Then follows the command «Ray!» (Bow), after which all bow. If the teacher does not like it, how the worship of one or another student have done, everyone has to bow again. After that, the headman gives the command «Tewakuseki» (sit down), and the students sit down at their desks. Also, there are a lot of such disciplining rituals in the Japanese school. Nevertheless, Japanese teachers are on the verge of their opportunities as every day they work from dusk until dawn, including Saturdays and Sundays, having no time to rest [8]. For instance: the results of the International Comparative Study of the Pedagogical Corps (TALIS) conducted by the OECD among secondary school teachers in 34 countries and regions of the world (in Japan from February to March 2013) proved that Japanese teachers were in the first place according to the hours that they spent on working at schools. However, they get a lot of money compared with others as the salary of a school teacher per month is 5,800 yen or 4,900 dollars [9]. In Japan, wages grow with age. Therefore, the older and more experienced a person, the more his salary is. Young start with 200,000 yen and gradually reach 1,000,000 yen. Generally, there is a lot of differences between teachers who are working in developed countries and in Kazakhstan. As Japanese teachers have a higher status and influence on children than our educators since children respect them as a God. Also, teachers of Germany receive more salary from the government than in our country. The main purpose of my research is to figure out the differences in teaching profession between Kazakhstan and developed countries. I planned to take exactly particular countries: 1 from Asia and 1 from Europe countries. The aim of my project is to reveal job satisfaction in such countries: Kazakhstan, Germany, and Japan. I am going to answer following questions at the end of my work: What is the status of a teacher in Kazakhstan and European countries? What steps does government need to do in order to increase salaries of teachers? The results will provide information which concerns salary, pressure, and respect from students showing to the government the development in education. Obviously, it will be helpful for education sphere of our country to make some convenient changes, and conclusions according to the answers to my research questions. In my research, I will collect data related to the job satisfaction of people working in Kazakhstan, Germany, and Japan. I had already found differences between teaching professions in Kazakhstan and in developed countries due to the secondary sources. So, now I am going to interview adults, which means that I have chosen a qualitative method. This type of method is more suitable and appropriate way of discovering my topic than quantitative or mixed as a huge amount of students of my school does not know anything about this issue. Researching this problem I have to be specific, that is why I have to ask definite people for getting a distinct information. The people who will be interviewed are 2 local and 2 international teachers and 1 person from the administration of NIS as they have more valid and credible data about differences in the teaching profession. In the interview I planned to ask several questions: 1 Is it actual to be a teacher in Kazakhstan? Why do you think so? Could you give examples? 2 What benefits does a person receive in the teaching profession? What disadvantages does teaching have? 3 What affects the choice of the profession of a young person? 4 What do you think how many students today want to become a teacher? Why? 5 What influences their choice? 6 What do you think about the profession of teacher in your country? Is it respected? 7 In your opinion is the profession of teachers respected in Kazakhstan? And do you know about Germany and Japan? 8 What do you know about salaries of teachers in Kazakhstan? 9 Do you know about reforms or actions of government to improve the situation? 10 How can the government of the Republic of Kazakhstan motivate young people to become a teacher? And what steps will motivate teachers to improve their qualities and become a better teacher? 11 Would you like to work as a teacher and why? 12 Will you advise your child or students to become a teacher and why? As it mentioned above the tool which will be used in this project is the interview. As benefits of interviewing teachers are considered to be |