Continuing professional development of teachers in Uzbekistan: From challenges to opportunities
2025, 70, Numer 1
Data publikacji
Model publikowania
Rodzaj licencji
Dziedzina
Dyscyplina
Klasyfikacja
Język publikacji
Abstrakt
This article examines the continuing professional development (CPD) of teachers in Uzbekistan, focusing on their perspectives, motivations, and challenges. An online survey was conducted in April-May 2024, gathering 315 valid responses from primary and secondary school teachers across various regions. The study explores participation trends, preferred CPD formats, and barriers to engagement. Findings indicate that while many teachers are committed to professional growth, they face significant obstacles, including heavy workloads, limited access to high-quality training, financial constraints, and insufficient institutional support. Age and workload were found to influence CPD participation: respondents in higher age brackets reported greater engagement and satisfaction, whereas those in lower age brackets preferred online learning but collaborated less with colleagues. Despite ongoing CPD reforms, many teachers report that training programmes do not fully align with their needs, particularly in practical application and relevance to classroom challenges. The study situates Uzbekistan’s CPD landscape within broader educational reforms and global frameworks, emphasising the need for differentiated CPD approaches. As Uzbekistan expands its education sector amid demographic shifts, investing in accessible, well-structured CPD initiatives is crucial for enhancing teacher effectiveness and student outcomes. The article concludes with policy recommendations to improve CPD accessibility, alignment, and impact, contributing to a more equitable and effective teacher development system in Uzbekistan.
Słowa kluczowe:
T_JOURNAL_ARTICLE_BLOCK_BIBLIOGRAPHY_DEFAULT_TITLE
Abakah, E. (2023). Reframing motivation as 'investment' in teacher continuing professional development. Teacher Development, 27(3), 353-373. https://doi.org/10.1080/13664530.2023.2167858
AbdulRab, H. (2023). Teacher professional development in the 21st century. African Journal of Education and Practice, 9(4), 39-51. https://doi.org/10.47604/ajep.2237
Abu-Tineh, A. M., Romanowski, M. H., Chaaban, Y., Alkhatib, H., Ghamrawi, N., & Alshaboul, Y. M. (2023). Career advancement, job satisfaction, career retention, and other related dimensions for sustainability: A perception study of Qatari public school teachers. Sustainability, 15(5), 4370. https://doi.org/10.3390/su15054370
Almeida, W., & Richit, A. (2023). Knowledge of professional contexts in the development of prospective teachers' teachers. Revista Brasileira de Educação, 23, 1-21. https://doi.org/10.1590/s1413-24782023280031
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Bahriadi, B., Suriansyah, A., & Sulaiman, S. (2022). Continuous professional development model to improve teacher professional competence. International Journal of Social Science and Human Research, 5(12), 6010-6017. https://doi.org/10.47191/ijsshr/v5-i12-89
Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. Reading Teacher, 71(5), 623-626. https://doi.org/10.1002/trtr.1674
Belay, S., & Melesse, T. (2024). Exploring the link between teachers' motivation for continuous professional development and professional learning communities: A structural equation modeling approach. Sage Open, 14(3), 1-17. https://doi.org/10.1177/21582440241281855
Berry, A., Loughran, J., Smith, K., & Lindsay, S. (2009). Capturing and enhancing science teachers' professional knowledge. Research in Science Education, 39, 575-594. https://doi.org/10.1007/s11165-008-9095-8
Bett, H., & Makewa, L. (2020). Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education, 48(2), 132-146. https://doi.org/10.1080/1359866X.2018.1542662
Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders. Washington, D.C.: The Council of Chief State School Officers.
Bryman, A. (2012). Social research methods. Oxford: Oxford University Press.
Cadero-Smith, L. A. (2020). Implications for teacher professional development challenges of superintendents. In I. Sahin and P. Vu (Eds.), Teacher professional development challenges faced by rural superintendents (pp. 75-86). ISTES Organization.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, (3rd ed.). Thousand Oaks, CA: Sage Publications.
Cytlak, I., & Mamadaminova, N. (2021). Higher education during the pandemic: An overview of the higher education system in Uzbekistan. Culture - Society - Education, 1(19), 19-36. https://doi.org/10.14746/kse.2021.19.2
Darling-Hammond, L. (2000). Teacher quality and students' achievement: A review of state policy evidence. Education Policy Analysis Archives (EPAA), 8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-51. https://doi.org/10.14507/epaa.v13n42.2005
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311
Davronov, P. (2023). Pedagoglar malakasini oshirish tizimini tranformatsiyalash asosida uning natijadorlini oshirish metodikasi [Methodology for increasing the effectiveness of pedagogy by transforming the system of teacher professional development]. Science, Education and Practise Integration, 4(3), 201-216.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423-443. https://doi.org/10.1080/03054980701450746
Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail and mixed-mode surveys. The tailored design method (4th ed.). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781394260645
Duta, N., & Rafaila, E. (2014). Importance of the lifelong learning for professional development of university teachers - needs and practical implications. Procedia - Social and Behavioral Sciences, 127, 801-806. https://doi.org/10.1016/j.sbspro.2014.03.358
Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433. https://doi.org/10.3102/0034654317751918
Galvin, C., Gehrmann, A., Madalińska-Michalak, J., Kost, J., Ananin, D., Farrell, R., Germer, P., Bárány, T., Fogarty, L., & Salihovic, M. (2023). Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings, European Journal of Teacher Education, 46(5), 803-820. https://doi.org/10.1080/02619768.2023.2288811
Goodwin, L. A. (2020). Globalization, global mindsets and teacher education. Action in Teacher Education, 42(1), 6-18. https://doi.org/10.1080/01626620.2019.1700848
Goodwin, L. A., & Darity, K. (2019). Social justice teacher teachers: What kind of knowing is needed? Journal of Education for Teaching, 45(1), 63-81. https://doi.org/10.1080/02607476.2019.1550606
Gorshkova, M. (2022). Uzbekistan's experience in introducing digital educational technologies in the educational process. Science and Education in a Modern University: A Vector of Development In Proceedings of the Scientific-Practical Conference (pp. 42-44). Shuya: Ivanovo State University, Shuya Branch.
Global Partnership for Education. (2019). Uzbekistan Education Sector Plan 2019-2023. Global Partnership for Education. Retrieved from: https://www.globalpartnership.org/content/education-sector-plan-2019-2023-uzbekistan
Groves, R., Fowler, F., Mick, Jr., Couper, P., Lepkowski, J., Singer, E., & Tourangeau, R. (2009). Survey methodology. Hoboken, NJ: Wiley.
Gulyamova, J., Irgasheva, S., & Bolitho, R. (2014). Professional development through curriculum reform: The Uzbekistan experience. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers (pp. 45-62). London: British Council.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750. https://doi.org/10.1177/003172170308401007
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching. Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hill, H. C., Beisiegel, M.. & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476-487. https://doi.org/10.3102/0013189X13512674
Kang, Y., & Yang, L. (2022). Examining EFL teachers' changing conceptions of research: A case study of a continuing professional development program in mainland China. Frontiers in Psy¬chology, 13, 933061. https://doi.org/10.3389/fpsyg.2022.933061
Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and expe¬rienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641. https://doi.org/10.1080/19415257.2020.1712451
Khaydarov, Sh. (2020). Shadow education in Uzbekistan: Teachers' perceptions of private tutoring in the context of academic lyceums. Orbis Scholae, 14(2), 81-104. https://doi.org/10.14712/23363177.2020.20
Khayretdinova, A. & Narkulov, U. (2020). The importance of professional development of foreign language teachers in Uzbekistan. World Science, 7(40), 142-150.
Kyriakides, L. (2007). Generic and differentiated models of educational effectiveness: Implications for the improvement of educational practice. In T. Townsend, B. Avalos, B. Caldwell, Y. Cheng, B. Fleisch, L. Moos, L. Stoll, S. Stringfield, K. Sundell, W. Tam, N. Taylor, and C. Teddlie (Eds.), International handbook of school effectiveness and improvement (pp. 41-56). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-5747-2_3
Lafferty, N., Sheehan, M., Walsh, C., Rooney, A. M., & McNamara, P. M. (2024). School leaders' perspectives of the continuous professional development of teachers. Cogent Education, 11(1), 2392422. https://doi.org/10.1080/2331186X.2024.2392422
Lee, Y. (2021). Examining the Impact of STEAM education reform on teachers' perceptions about STEAM in Uzbekistan. Asia-Pacific Science Education, 7(1), 34-63. https://doi.org/10.1163/23641177-bja10025
Leeuw, E., Hox, J., & Dillman, D. (2008). International handbook of survey methodology. New York: Taylor & Francis Group, Lawrence Erlbaum Associates.
Mabasa, T., & Singh, S. (2020). Decolonising continuing teacher professional development in the teaching of physical science through improvisation in rural areas. South African Journal of Higher Education, 34(3), 146-163. https://doi.org/10.20853/34-3-3455
Madalińska-Michalak, J. (2018). Challenges in teaching: Perceptions and experiences of teachers of ethics in Poland. Labor et Educatio, 6 (June), 152-177. https://doi.org/10.4467/25439561LE.18.011.10238
Madalińska-Michalak, J. (2019). Shaping the future of teaching profession. Labor et Educatio, 7 (Feb), 29-42. https://doi.org/10.4467/25439561LE.19.002.11519
Madalińska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41, 688-706. https://doi.org/10.1080/02619768.2018.1531125
Madalińska-Michalak, J., & Misirova, N. (2020). The development of school education in Uzbekistan: Education policy priorities. Studia Pedagogiczne. Problemy Społeczne, Edukacyjne i Artystyczne, 36-37, 5-21.
Mamadaminova, N., & Khadjikhanova, S. (2023). Navigating continual progress: Insights into teacher professional development in Uzbekistan. Kwartalnik Pedagogiczny, 4(270), 123-143. https://doi.org/10.31338/2657-6007.kp.2023-4.7
Miles, K. H., Odden, A., Fermanich, M., & Archibald, S. (2004). Inside the black box of school district spending on professional development: Lessons from five urban districts. Journal of Education Finance, 30(1), 1-26.
Ministry of Preschool and School Education Republic of Uzbekistan. (2023). Uzbekistan partnership compact for education reform. Ministry of Preschool and School Education, Tashkent, Uzbekistan.
Morgan, C., & Neil, P. (2003). Continuing professional development for teachers: From induction to senior management. London: Routledge. https://doi.org/10.4324/9780203416785
Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice (4th ed.). London: Sage Publications.
Mukan, N., Yaremko, H., Kozlovskiy, Y., Ortynskiy, V. & Isayeva, O. (2019). Teachers' continuous professional development: Australian experience. Advanced Education, 6(12), 105-113. https://doi.org/10.20535/2410-8286.166606
Muksin, M., Sukardi, & Soenarto. (2021). Continuing professional development (CPD) model for vocational high school teachers in Indonesia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 1243-1253.
Nazirova, Sh., Jalolova, Sh., Agzamova, D., Mamatova, F., & Yusupova, Sh. (2023). The problems faced by the teachers in teaching English as a foreign language in Uzbekistan. Journal of Law and Sustainable Development, 11(12), 1-12. https://doi.org/10.55908/sdgs.v11i12.2698
Njenga, M. G. (2019). Policies for effective TVET teacher continuing professional development in Kenya. In P. Toth, I. Simonics, H. Manojlovic, and J. Duchon (Eds.), Neveléstudományi kutatások a Kárpát-medencei oktatási térben (pp. 741-753). Oradea: Partium Christian University.
Nkundabakura, P., Nsengimana, T., Nyirahabimana, P., Nkurunziza, J.B., Mukamwambali, C., Dushimimana. J.D., Uwamariya, E., Batamuliza, J., Byukusenge, C., Nsabayezu, E., Jean Twahirwa, J.N., Iyamuremye, A., Mbonyiryivuze, A., Ukobizaba, F., & Ndihokubwayo, K. (2023). Usage of modernized tools and innovative methods in teaching and learning mathematics and sciences: A case of 10 districts in Rwanda. Education, 29(4), 4969-4999. https://doi.org/10.1007/s10639-023-11666-z
Nurillaev, M. I. (2024). Foreign experiences can empower Uzbek education and teacher competence. In Developing professional competencies of future teachers based on advanced foreign experiences - Republican Scientific-Practical Conference on Pedagogical Strategies: Problems and Solutions (February 20, 2024) (pp. 131-133). Tashkent, Uzbekistan.
Odilov, A. (2023). Teacher career structure reforms in Uzbekistan: The current challenges and lessons learned from top-performing education systems. Science and Innovation International Scientific Journal, 2(6), 30-47.
Opfer, D. (2016). Conditions and practices associated with teacher professional development and its impact on instruction in TALIS 2013. Paris: OECD Education Working Papers.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81, 376-407. https://doi.org/10.3102/0034654311413609
O'Shea, B., Hodes, M., Down, G., & Bramley, J. (2000). A school-based mental health service for refugee children. Clinical Child Psychology and Psychiatry, 5(2), 189-201. https://doi.org/10.1177/1359104500005002004
Postholm, M. B. (2018). Teachers' professional development in school: A review study. Cogent Education, 5(1), 1522781. https://doi.org/10.1080/2331186X.2018.1522781
Rajendran, J., Santhi, J., Chauman, R., Singh, L., & Varghese, L. (2023). The impact of continuous professional development on teacher retention and performance. Journal of Harbin Engineering University, 44(8), 1348-1356.
Republic of Uzbekistan. (2019, April 29). Decree of the President of the Republic of Uzbekistan, No. UP-5712 'On approval of the concept of development of the system of public education of the Republic of Uzbekistan until 2030'. Retrieved from LexUz Online: https://lex.uz/docs/4312783
Republic of Uzbekistan. (2019, October 22). Law of the Republic of Uzbekistan about preschool education and upbringing, dated December 16, 2019, No. ZRU-595. Retrieved from International Labour Association: https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/114171/143330/F988034184/UZB-114171.pdf
Republic of Uzbekistan. (2022, January 28). Presidential decree 'on the development strategy of the new Uzbekistan for 2022-2026'. Retrieved from LexUZ Online: https://lex. uz/ru/docs/5841077
Sam, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841
Sankar, D. (2021). Uzbekistan education sector analysis: 2021. Tashkent: UNICEF.
Schleicher, A. (Ed.) (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the World. Paris: OECD Publishing. https://doi.org/10.1787/9789264174559-en
Shaturaev, J. N. (2021). Public education of Indonesia and Uzbekistan: Quality of education and academic outcomes. Beau Bassin: Lambert Academic Publishing.
Shaturaev, J. (2022). A case study: Insights from the public education system of Uzbekistan. Academic Research in Educational Sciences, 3(8), 126-137.
Sheykhametova, E., Muhammedov, E., Babakhodjaeva, L., & Abdurahmanova, U. (2022). Teacher professional development at scale (TPD@Scale) report: Case study in progress - Uzbekistan. KIX EAP Learning Cycle, TPD@Scale Coalition for the Global South, Foundation for Informa¬tion Technology Education and Development (FIT-ED). Retrieved from: https://www.norrag.org/wpcontent/uploads/2024/01/KIX-EMAP-LC5-Case-study-in-progress-Uzbekistan.pdf
Srinivasacharlu, A. (2019). Continuing professional development (CPD) of teacher teachers in the 21st century. Shanlax International Journal of Education, 7(4), 29-33. https://doi.org/10.34293/education.v7i4.624
Statistics Agency under the President of the Republic of Uzbekistan. (2023). National strategy for development of statistics. Retrieved from: https://stat.uz/en/legal-acts/national-strategy-for-development-of-statistics
Taddese, E. T., & Rao, C. (2021). School-based continuous professional development of teachers: A case study of primary school teachers in Ethiopia. Education 3-13, 50(8), 1059-1071. https://doi.org/10.1080/03004279.2021.1929382
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). Wellington: New Zealand Ministry of Education.
Trushin, E. (2019). Uzbekistan - toward a new economy: Country economic update (English). Washing-ton, DC: World Bank Group.
UN Uzbekistan. (2019). Situation analysis on children and adults with disabilities in Uzbekistan. Tashkent: United Nations Uzbekistan.
UNESCO. (2024). UN recommendations on the teaching profession: What you need to know. Paris: UNESCO.
UNICEF & Ministry of Public Education of the Republic of Uzbekistan. (2019). Student learning at primary grades in Uzbekistan: Outcomes, challenges, and opportunities: A summary of Uzbekistan national learning achievement study, Grade IV, 2018. Tashkent: UNICEF Uzbekistan.
UNICEF. (2019). Country office annual report: Republic of Uzbekistan. Tashkent: UNICEF Uzbekistan.
UNICEF. (2019). Student learning at primary grades in Uzbekistan: Outcomes, challenges, and opportu-nities: A summary of Uzbekistan national learning achievement study, Grade IV, 2018. Tashkent: UNICEF Uzbekistan.
U.S. Embassy in Uzbekistan. (2022, May 5). USAID and the Ministry of Public Education disseminate the results of the national early grade reading and math assessments. U.S. Embassy in Uzbekistan. Re-trieved from: https://uz.usembassy.gov/national-early-grade-reading-and-math-assessments/
Velikova, M. (2020). The continuing professional development of teachers for schools' innovative teaching methods. Trakia Journal of Sciences, 18(1), 331-334. https://doi.org/10.15547/tjs.2020.s.01.055
Walter, C. & Briggs, J. (2012). What professional development makes the most difference to teachers. Oxford: Oxford University Press.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
Wolfenden, F. (2023). Adapting and scaling teacher professional development approaches in Ghana, Honduras and Uzbekistan. Final technical report. Paris: UNESCO.
World Bank Group. (2020). Human capital country brief: Uzbekistan. Washington: World Bank Group.
World Bank Group. (2023). Uzbekistan infrastructure governance assessment. Washington: World Bank Group.
World Bank Group. (2024). Unleashing the power of the private sector. Washington: World Bank.
Xaso, A. M., Galloway, G., & Adu, E. O. (2017). Continuing professional teacher development (CPTD): A national and international perspective. The Anthropologist, 28(1-2), 9-18. https://doi.org/10.1080/09720073.2017.1311667
Zhang, L., Carter Jr., R. A., Zhang, J., Hunt, T. L., Emerling, C. R., Yang, S., & Xu, F. (2024). Teacher perceptions of effective professional development: Insights for design. Professional Development in Education, 50(4), 611-624. https://doi.org/10.1080/19415257.2021.1879236
Inne artykuły z tego numeru
- Open accessaesthetics-pedagogy relationshipaesthetic experiencepeacefuture of the worldeducationearly childhood educationweblogteachers’ professional development
Spis treści / Content
- Open accessArnold Berleantaesthetic experiencetheory of aesthetic educationaesthetic educationart pedagogy
Doświadczenie estetyczne Arnolda Berleanta w kontekście współczesnych rozważań nad relacją estetyczność – pedagogika
- Open accesspeacesecuritytolerancediversityeducationsocial valuescitizenshipcritical educationpeace education programssocial justice
Pytanie o pokój w czasach niepokoju: od kategorii teoretycznej ku społecznemu zaangażowaniu
Podobne publikacje
- Open accessaesthetics-pedagogy relationshipaesthetic experiencepeacefuture of the worldeducationearly childhood educationweblogteachers’ professional development
Spis treści / Content
- Open accessArnold Berleantaesthetic experiencetheory of aesthetic educationaesthetic educationart pedagogy
Doświadczenie estetyczne Arnolda Berleanta w kontekście współczesnych rozważań nad relacją estetyczność – pedagogika
- Open accesspeacesecuritytolerancediversityeducationsocial valuescitizenshipcritical educationpeace education programssocial justice
Pytanie o pokój w czasach niepokoju: od kategorii teoretycznej ku społecznemu zaangażowaniu