Model for Preparing Future Teachers Based on Contemporary Trends: An Analysis Grounded in Talis-2024 Results

Abstract

This article examines the findings of the TALIS 2024 survey in the context of Uzbekistan’s lower secondary education system, providing a comprehensive analysis of teacher demographics, professional practices, development, wellbeing, and satisfaction. The study highlights that Uzbek teachers are relatively young, with a higher proportion of early-career professionals compared to OECD averages, emphasizing the need for effective mentoring and professional development programs. Gender composition indicates a gradual increase in male participation, suggesting a slow restoration of gender balance in the teaching profession. The survey reveals strong collaboration among teachers, positive relationships with students, parents, and school principals, and active engagement in professional development. The use of artificial intelligence and digital technologies is higher than the OECD average, reflecting openness to pedagogical innovation. Mentoring and induction systems are well-established, supporting novice teachers and enhancing teaching quality.