CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
9
VOLUME:
Vol.06 Issue03 2025
10.37547/pedagogics-crjp-06-03-03
Page: - 09-11
RESEARCH ARTICLE
The specificity of the issues of training pedagogical
personnel. Level of study (in the case of uzbekistan, japan
and finland)
Tashpulatova Mufazzal Ravshanbekovna
Master student of Xalqaro Nordik Universitety, Uzbekistan
Received:
14 January 2025
Accepted:
06 February 2025
Published:
11 March 2025
INTRODUCTION
In recent years, the training of pedagogical personnel has
become a crucial factor in shaping the quality and
effectiveness of national education systems. As global
economies evolve and knowledge-based industries gain
traction, many countries seek to strengthen their teacher
education programs to ensure a sustainable development of
human capital. Within this context, Uzbekistan, Japan, and
Finland provide intriguing case studies that exemplify
varied approaches to teacher training. These approaches
reflect distinct historical, cultural, and political legacies
that shape current pedagogical practices and strategies for
professional development. By exploring these three
countries, it becomes apparent that each relies on a careful
combination
of
theoretical
coursework,
practical
experience, and policy-level guidance to hone the
knowledge and skills of prospective teachers, while also
emphasizing continuous professional growth throughout
their careers.
Uzbekistan’s teacher education system has undergone
significant transformations since the country gained
independence in 1991. Initially, the Soviet legacy had
shaped much of its pedagogical training, emphasizing
standardized curricula and top-down management. Over
the last few decades, Uzbekistan has introduced
educational reforms that aim to align teacher training with
contemporary global standards while preserving its unique
cultural identity. Key priorities include modernizing
instructional methods, integrating technology into the
classroom, and fostering critical thinking among students.
The Ministry of Higher and Secondary Specialized
Education oversees specialized pedagogical institutes and
universities, which are responsible for developing updated
curricula. Teacher candidates engage in a blend of
theoretical
coursework,
focusing
on
educational
psychology and subject-specific pedagogy, and practical
training in schools, where they gain firsthand experience in
classroom management. This dual approach aims to equip
future teachers with both a robust theoretical foundation
and the practical skills needed to adapt to evolving
educational demands.
Despite these developments, Uzbekistan faces challenges
in fully implementing its ambitious reforms. One issue is
the lingering gap between urban and rural education
settings, where resource availability and teacher quality
can vary significantly. Rural schools often lack access to
ABSTRACT
This article examines the challenges and peculiarities of training pedagogical personnel in Uzbekistan, Japan, and Finland. I t
explores how historical and cultural factors influence teacher education, analyzing pedagogical curricula, classroom
methodologies, and policy frameworks. The study emphasizes the significance of adapting best practices to diverse educational
contexts and teacher competence.
Keywords:
Pedagogical training, Teacher education, Comparative study, Uzbekistan, Japan, Finland, Educational policy.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
10
advanced teaching materials and well-trained staff, which
can hinder the quality of teacher preparation. Another
concern is the alignment of theoretical instruction with
classroom realities, as some pedagogical courses remain
rooted in outdated methodologies. Additionally, there is an
ongoing need for professional development programs that
help in-service teachers remain current with innovative
practices. The government has taken steps to address these
concerns, including partnerships with international
organizations and the introduction of competency-based
teacher evaluations. By continuously refining its teacher
education system, Uzbekistan aspires to create a generation
of educators equipped with modern pedagogical strategies,
ultimately enhancing the nation’s overall educational
outcomes and global competitiveness.
Japan’s approach to teacher education is widely recognized
for its rigorous standards and emphasis on continuous
professional development. Prospective teachers typically
enter university-based programs, where they undergo
comprehensive theoretical studies in pedagogy, child
psychology, and subject-specific content areas. A
distinctive feature of Japan’s teacher training is the role of
lesson study—an iterative process in which educators
collaboratively plan, observe, and refine lessons to enhance
both teaching methods and student engagement. This
reflective practice extends into in-service training,
fostering an environment of sustained learning and
adaptation. Japanese teacher certification also includes a
strong emphasis on ethics and social responsibility,
reflecting the nation’s cultural and philosophical values.
Moreover, the government invests in various professional
development initiatives, such as mandatory training
sessions, workshops, and peer reviews. These measures
help ensure that Japanese teachers remain adept at
incorporating new technologies and instructional strategies
to meet the evolving needs of their students.
Finland, often lauded for its consistently high performance
in international assessments, adopts a distinctive
philosophy of teacher education centered on trust,
autonomy, and research-based practice. Finnish teacher
preparation typically occurs at the master’s level, ensuring
that educators enter the profession with a deep academic
grounding in both subject matter and pedagogy. The
curriculum
integrates
substantial
coursework
in
educational theory, child development, and empirical
research methods, reflecting the belief that teachers should
be active contributors to educational innovation. Clinical
practice is another cornerstone: prospective teachers
complete extensive teaching practicums under the
guidance of experienced mentors, fostering reflective skills
and pedagogical insight. Throughout their careers, Finnish
teachers enjoy considerable professional autonomy,
allowing them to tailor lessons to individual student needs.
This approach is supported by ongoing professional
development opportunities, including workshops and peer
collaboration. Consequently, Finnish teacher education
highlights a strong research orientation combined with the
practical flexibility needed to address diverse classroom
contexts.
Comparing the three systems reveals both commonalities
and noteworthy differences. All emphasize a balance
between
theoretical
understanding
and
practical
application, though the depth and structure of this balance
vary. For instance, Japan’s lesson study model provides a
unique
collaborative
mechanism
for
ongoing
improvement, whereas Finland relies on research-based
methods and extensive mentorship. Uzbekistan, in
contrast, is still refining its system to better align
theoretical instruction with practical classroom realities. A
recurring theme across all three contexts is the importance
of
continuous
professional
development,
an
acknowledgment
that
effective
teaching
requires
adaptation to evolving student needs and societal demands.
However,
the
extent
of
government
investment,
institutional support, and cultural expectations also plays a
significant role in shaping outcomes. Japan and Finland
both benefit from well-established infrastructures and
strong public trust in educators, while Uzbekistan faces the
challenge of bridging policy goals with the resource
limitations of its expanding education system.
CONCLUSION
In conclusion, teacher education in Uzbekistan, Japan, and
Finland demonstrates the critical role that cultural,
historical, and policy elements play in shaping pedagogical
training. While Uzbekistan works to harmonize its
inherited traditions with modern, student-centered
approaches, Japan refines established methods through
collaboration, reflection, and continuous professional
growth. Finland, renowned for its trust-based system and
high academic standards, underscores the importance of
research-oriented learning and teacher autonomy. Despite
their differences, all three cases highlight a common
recognition of the need for both strong theoretical
foundations and practical, adaptive strategies. The future
of teacher education lies in integrating best practices across
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
11
diverse contexts, ensuring that educators remain
responsive and innovative. Ultimately, a well-prepared
teaching force is truly essential for fostering critical
thinking, creativity, holistic development, and social
progress in the next generation of global citizens.
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