A study op inseryice educ a hon and classroom practices un azerbaijan: into

School #12, Naxcivan

A visit to Naxeivan could only be scheduled during one of the ablt

quarterly vacations; therefore, teachers and children were not in their exp

classrooms. In an interview with the Director of School //12, she thai

indicated that, despite many changes since independence, the Soviet leaj

system of education and its methodologies was still used in Naxcivan of

schools. Among positive changes she had noted were improvements inci

toward adoption of ınternat/ona/ standards, more choice for students in icai
the secondary curriculum, a reliable assessment system at the

conclusion of secondary education, and new courses on the CI
Constitution, economics, and Mtfn in Society. The Russian and English

languages had equal status as foreign languages. Ch

With respect to inservice education, she said that eight of her

teachers had traveled to Baku for a course on the new national f₀|

Constitution taught by an expert from Baku State University. She added that trainers in Naxeivan would ordinarily read from their notes in past years and that this was not as common now. She concluded that the quality of inservice education around the country varied greatly and that Naxeivan was quite isolated from Baku. One bright spot in her experience was a book entitled Primary School Methods: A Methodological Book for Primary School by Kerimov, who had conducted training in the area. Her description of the strategies advocated by Kerimov indicated that they focused on understanding, not regurgitation, on the development of free and open students, and on more democratic and active learning.