04/14/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Sharifa Djurabaeva on “Constraints on Teaching Practice in Contemporary Uzbekistan.”

Date: Thursday, April 29, 2021
Time: 3-4 p.m. EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email
AJ_Angulo@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: A.J. Angulo, Ed.D., Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • James Nehring, Ed.D., Professor, College of Education, University of Massachusetts Lowell
  • Jack Schneider, Ph.D., Assistant Professor, College of Education, University of Massachusetts Lowell

Abstract:

This study explores constraints on teaching practices in contemporary Uzbekistan. It identifies teachers as an essential part of any country’s educational system because of their contributions to the students' development of knowledge and skills. This educational development suffers if teachers experience constraints in the areas of school finance, resources, curriculum, instruction, educational policies, professional development, and other areas, as described in the literature (Huttova, Silova &Voolma, 2002; Niyozov & Shamatov, 2009; Shamatov, 2006; Silova, 2009b; Steiner-Khamsi, Keuren, Silova, & Chachkhiani, 2008). The literature gap on the constraints that teachers face in Uzbekistan necessitated this study. Thus, it explored two questions: 1) What, if any, constraints do teachers face in their teaching practices in contemporary Uzbekistan and 2) How do teachers experience the identified constraints within the context of their work and personal life? To analyze the research findings, a theoretical framework of glocalization, or the tension between global and local forces, was used. The study consisted of in-depth interviews with 16 teachers of humanities from various regions in the country. The teachers were of varying ages and genders, including three male and thirteen female teachers that mirror the teacher population in Uzbekistan. The study's results revealed seven themes: 1) structural adjustment program (SAP) challenges; 2) teachers longing for autonomy; 3) increased accountability and obstructions: curriculum change and language impediments and increased paperwork; 4) imperfect pre-service and in-service programs; 5) teachers’ role and social upbringing in a market-based economy; 6) a lost connection between secondary and higher education, and 7) societal changes. This study contributes to the teaching profession by developing a knowledge base of the constraints on teaching practice in contemporary Uzbekistan and improving our global understanding of those identified by teachers during the transition period from a socialistic system to a market-based economy. Additionally, the study offers a framework for research-based policy recommendations for Uzbekistani scholars and leaders.