PROFESSIONAL DEVELOPMENT DAYS AND HOURS FOR SCHOOL TEACHERS IN UZBEKISTAN: A STRUCTURED APPROACH TO MODERN TEACHING PRACTICES

Authors

  • Jambilov Nurillo Habibilloyevich Senior Teacher Trainer in Andijan Regional Pedagogical Mastery Center

Keywords:

Professional development, Uzbekistan, teachers, master trainers, education reform, continuous learning.

Abstract

This article explores the implementation of Professional Development Days (PDD) and Professional Development Hours (PDH) for school teachers in Uzbekistan. Conducted by master trainers at the national level, regional mentors, and pioneer teachers at the district level, these programs aim to equip educators with contemporary teaching methodologies and subject-specific updates. This structured approach fosters continuous learning and enhances the overall quality of education. The article examines the framework of these professional development initiatives, their execution across various subjects, and their impact on teaching practices.

References

Ministry of Education of the Republic of Uzbekistan. (2022). National Educational Reforms: An Overview.

Smith, J., & Brown, L. (2021). Teacher Professional Development in Central Asia: Trends and Challenges. Journal of Education and Practice, 12(3), 45-59.

Jones, A. (2020). The Role of Master Trainers in Teacher Development. International Journal of Educational Research, 15(4), 30-50.

Downloads

Published

2024-10-26

Issue

Vol. 2 No. 10 (2024): EJPIEP

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

PROFESSIONAL DEVELOPMENT DAYS AND HOURS FOR SCHOOL TEACHERS IN UZBEKISTAN: A STRUCTURED APPROACH TO MODERN TEACHING PRACTICES. (2024). European Journal of Pedagogical Initiatives and Educational Practices, 2(10), 147-150. https://europeanscience.org/index.php/4/article/view/964