National Heritage as Asset-Based Pedagogy: A Convergent Mixed-Methods Intervention Study of Future Primary Teachers in Kazakhstan

Kurbankulova  Gulzhan; Stambekova  Assel; Toktarbay  Yeldos

doi:10.48161/qaj.v6n4a2616

Authors

Kurbankulova Gulzhan Department of Pedagogy and Methodology of Primary Education, Faculty of Education, Abai Kazakh National Pedagogical University, Almaty 050010, Republic of Kazakhstan; https://orcid.org/0000-0002-2538-1837
Stambekova Assel Department of Pedagogy and Methodology of Primary Education, Faculty of Education, Abai Kazakh National Pedagogical University, Almaty 050010, Republic of Kazakhstan; https://orcid.org/0000-0002-2538-1837
Toktarbay Yeldos Department of Turkish Language and Literature, Ankara Hacı Bayram Veli University, Ankara 06050, Republic of Turkey. https://orcid.org/0000-0003-0346-2246

DOI:

https://doi.org/10.48161/qaj.v6n4a2616

Keywords:

Asset-based pedagogy, Culturally responsive teaching, Ethno-cultural competence, National heritage, Teacher education, Kazakhstan, Reflective teacher identity.

Abstract

Teacher education increasingly privileges standardized competencies, digital skills, and measurable outputs, while giving less attention to cultural identity, value negotiation, and diversity in multiethnic classrooms. This study reframes national heritage as an asset-based pedagogical resource rather than a static folkloric supplement. Using a convergent parallel mixed-methods design, the study examined how a 15-week course, “National Heritage and Pedagogical Values,” influenced ethno-cultural competence, professional identity, and culturally responsive teaching readiness among 42 Master’s students in primary education in Kazakhstan. Quantitative results showed significant growth across all measured dimensions, with the strongest practical shift in behavioural/pedagogical application, t(41) = 9.77, p < .001, d = 1.51. Micro-teaching observations confirmed that candidates converted heritage concepts such as Asar, qoshqar müiiz, and kösh into subject-specific teaching tools for cooperation, geometry, ecology, and classroom dialogue. Reflexive thematic analysis of essays showed a parallel identity shift: participants moved from viewing heritage as ceremonial folklore toward using it as an inclusive pedagogical language. The findings indicate that heritage-based teacher education can strengthen culturally responsive practice when mediated through structured reflection and observable teaching performance. The study contributes a post-Soviet, Central Asian model for preparing teachers who can balance national cultural revitalization with pluralistic classroom inclusion.

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