What Do Teach­ers Think?

Uzbekistan Today (English) - - SOCIAL ORBIT -

In ac­cor­dance with the State Pro­gram on the im­ple­men­ta­tion of the Strat­egy of Ac­tions along Five Pri­or­ity Ar­eas for the De­vel­op­ment of the Repub­lic of Uzbek­istan in 2017-2021, the “Ij­ti­moiy Fikr” Pub­lic Opin­ion Re­search Cen­ter has con­ducted a so­ci­o­log­i­cal sur­vey “Teach­ers about their schools, chil­dren and them­selves”.

This poll with par­tic­i­pa­tion of school, lyceum and col­lege teach­ers showed that one of the task largely shap­ing (de­ter­min­ing) the de­vel­op­ment of so­ci­ety, its fu­ture is to pro­vide ci­ti­zens with a qual­ity and af­ford­able ed­u­ca­tion. In Uzbek­istan, this sphere is con­sid­ered as one of the most im­por­tant and key ar­eas of state pol­icy. Pro­fes­sional skills of the teacher, his knowl­edge, abil­ity and skills are con­sid­ered as im­por­tant fac­tors to en­sure the ef­fec­tive­ness of ed­u­ca­tion.

Re­spon­dents be­lieve that the re­forms aim to im­prove the qual­ity of ba­sic ed­u­ca­tion, to train highly qual­i­fied ped­a­gog­i­cal per­son­nel, to at­tract ini­tia­tive and tal­ented spe­cial­ists who pos­sess the skills of high gen­eral and pro­fes­sional cul­ture, cre­ative and so­cial ac­tiv­ity.

Dur­ing the poll, the teach­ers needed to char­ac­ter­ize the gen­eral at­mos­phere pre­vail­ing in the stu­dent groups. Most re­spon­dents pos­i­tively as­sess the psy­cho­log­i­cal and spir­i­tual-moral cli­mate in the class­rooms. Teach­ers of col­leges and lyceums more of­ten noted that stu­dents lack sus­tain­able moral pri­or­i­ties, in ad­di­tion, they do not al­ways un­der­stand their stu­dents.

Ac­cord­ing to re­spon­dents, the key role of the school, teach­ers in the in­tel­lec­tual and spir­i­tual de­vel­op­ment of the child can­not be con­sid­ered with­out in­ter­ac­tion with the fam­ily. In the view of re­spon­dents, the ed­u­ca­tional in­sti­tu­tion, the teach­ing staff can only in­flu­ence on the pro­cesses of so­cial­iza­tion and up­bring­ing of chil­dren in co­op­er­a­tion with par­ents, depend­ing on how se­ri­ously and pos­i­tively they eval­u­ate the child's ed­u­ca­tion in school and re­spect of his teach­ers.

Most of the re­spon­dents think that “dif­fi­cult” chil­dren, es­pe­cially those who con­stantly miss classes, be­have ag­gres­sively to­wards their class­mates and teach­ers. Teach­ers of col­leges, more of­ten men­tioned about of­fences (vi­o­la­tions) com­mit­ted by stu­dents, rather than teach­ers of lyceums and schools. Al­most ev­ery tenth in­ter­ro­gated noted that stu­dents of his ed­u­ca­tional in­sti­tu­tion com­mit­ted petty thefts, en­gaged in (phys­i­cal) fights. The poll re­sults sug­gested that the hooli­gan man­i­fes­ta­tions and group fights are more of­ten com­mit­ted by col­lege stu­dents.

Ac­cord­ing to the teach­ers, the main rea­son why stu­dents com­mit such of­fenses is the ab­sence of a le­gal cul­ture and an un­der­stand­ing for them that they vi­o­late the law and could be pun­ished for it. Sur­veyed teach­ers mainly tend to at­tribute re­spon­si­bil­ity for an­ti­so­cial be­hav­ior to un­fa­vor­able fam­ily in­flu­ence.

Ac­cord­ing to the re­sults of the sur­vey, about half of the ed­u­ca­tional in­sti­tu­tions (schools) have ac­cess to the Na­tional pub­lic ed­u­ca­tional in­for­ma­tion net­work “iy­oNet”. More­over, such net­works use more ur­ban rather than ru­ral schools. In gen­eral, 75 per­cent of the re­spon­dents in the repub­lic an­swered that their school li­braries meet all the re­quire­ments and are com­pletely filled. In lyceums and col­leges, this in­di­ca­tor is slightly lower. At the same time, the re­sults of the sur­vey re­vealed that ed­u­ca­tional in­sti­tu­tions (schools) lack of books and teach­ing ma­te­ri­als and man­u­als. Es­pe­cially aca­demic lyceums and pro­fes­sional col­leges have an acute short­age of them.

Ac­cord­ing to teach­ers, the tran­si­tion of the ed­u­ca­tion sys­tem to 11-year ed­u­ca­tion will con­trib­ute to im­prove the qual­ity of the ed­u­ca­tional process, to ob­tain sys­tem­atic in-depth knowl­edge of ba­sic school dis­ci­plines. Ma­jor­ity of re­spon­dents think, one of the main pos­i­tive as­pects of the re­form will be that the stu­dents will be to­gether dur­ing the eleven years of ed­u­ca­tion, while form­ing men­tally, psy­cho­log­i­cally and phys­i­cally in their schools, their na­tive peer group and teach­ers. This will en­sure the con­ti­nu­ity of ed­u­ca­tion, the strength­en­ing of the ed­u­ca­tion of stu­dents in the spirit of uni­ver­sal hu­man val­ues and high spir­i­tu­al­ity, hu­man­ism, strength­en­ing im­mu­nity to for­eign ideas of «mass cul­ture», re­duc­ing the num­ber of il­le­gal ac­tions com­mit­ted by mi­nors. At the same time, for those who wish to re­ceive sec­ondary spe­cial­ized ed­u­ca­tion, the pos­si­bil­ity of study­ing in lyceums and col­leges re­mains.

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