Navigating continual progress: Insights into teacher professional development in Uzbekistan

Abstract

This study investigates the landscape of teacher professional development (TPD) in Uzbekistan, focusing on the experiences and perspectives of educators within the country’s dynamic educational context. Utilising qualitative research methods and drawing on secondary data on global trends and ongoing reforms in teacher professional education in Uzbekistan, the study explores the experiences and challenges of school teachers within a prominent educational institution in Uzbekistan. Participants, predominantly female, expressed enthusiasm for CPD training programs but cited limitations in accessing relevant courses and balancing heavy workloads with personal responsibilities. Despite these obstacles, there was widespread recognition of the importance of CPD for career advancement and the cultivation of teaching skills. The findings underscored a nuanced understanding of work-life balance among Uzbek female teachers, who strived to juggle professional commitments with household responsibilities. This study anticipates that its findings will inform policy decisions and enhance Uzbekistan’s Public Education System. By highlighting practical challenges, particularly in time management, the research aims to offer valuable insights for improving the educational landscape in the country.