ABSTRACT
This chapter explores post-Soviet school practices through the eyes of teachers, one of the groups most significantly affected by educational reforms. It focuses on experiences and perceptions of 55 teachers within the context of large-scale philosophical and ideological changes of the post-Soviet era, and their interpretation of the impact of related changes upon the system of education in Ukraine. Philosophical changes relate to the transition to different philosophies, perspectives, and systems of values and beliefs in society. The chapter draws on selected findings from a broad-based study, the purpose of which was to examine teachers' perceptions of the impact of societal changes on teacher collaboration in schools during the period of Ukraine's independence from 1991 to 2005. Upon situating the discussion of post-Soviet transition within the literature on modern and postmodern views, it explores teachers' perceptions and experiences of the nature of societal changes and their impact on work in schools.
