Lessons Learned from Studies of Teacher Professional Development in Uzbekistan

• In Event: Reflecting on the Uzbekistan Education for Excellence Program: Challenging the status quo and fostering change through innovation

Proposal

This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school-based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study involved 9,400 teachers in Round 1 and 4,477 respondents in Round 2. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19.

The Teacher Support System Study (TSSS) examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. Over 4,100 teachers, 183 school directors, and 131 methodologists participated in the TSSS survey conducted between May and October 2021 using the Voxco online survey system.
The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Notable achievements included successful delivery of virtual training to 57 trainers and 730 EFL teachers, development of training materials, recognition of EFL teacher trainers, and training of 35 master trainers for the national EFL program.

Challenges identified included the need for increased emphasis on oracy and student collaboration, active adoption of instructional philosophies by EFL teachers, and limited English proficiency among teachers affecting survey responses.

Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms.

The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The findings inform recommendations for improving teaching and learning outcomes, such as utilizing digital platforms, providing comprehensive support materials, and fostering collaboration and peer support among teachers.

Authors

• Geri Burkholder, RTI International

• Carmen Strigel, RTI International

• Zukhra Salieva, Creative Associates International