CONTINUING PROFESSIONAL DEVELOPMENT AND THE DEVELOPMENT OF NOVICE ENGLISH TEACHERS IN UZBEKISTAN: TOWARDS A CONTEXTUALISED MODEL
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Novice teachers often struggle to translate theoretical training into effective classroom practices, resulting in high stress, attrition, and stagnation in pedagogical growth. In transitional educational systems such as Uzbekistan, the need for well-designed CPD pathways is especially urgent. Drawing on local reform initiatives (e.g. DUET, PRESETT) and international research on teacher development, this paper proposes a contextualised model of CPD tailored to novice English teachers in Uzbekistan. After reviewing the literature on novice teacher development, mentoring, induction, and CPD transfer, the paper outlines key design principles and a phased CPD model. It discusses implementation challenges in Uzbekistan’s institutional landscape and suggests a research agenda to evaluate long-term impact. The proposed model emphasises scaffolded mentoring, workplace learning, peer inquiry, emotional support, and adaptive evaluation.
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