NATIONAL INTELLECTUAL HERITAGE AND THE FORMATION OF HISTORY TEACHERS’ PROFESSIONAL AGENCY: A CENTRAL ASIAN CASE

Abstract

Contemporary history teacher education increasingly emphasizes professional agency, understood as teachers’ capacity for independent judgment, critical interpretation of knowledge, and responsible professional action. However, dominant models of teacher education often marginalize national and indigenous intellectual traditions, particularly in post-socialist and postcolonial contexts. This creates a theoretical gap regarding how national intellectual heritage may contribute to the formation of teachers’ professional agency