Teacher roles and student-centered learning in Uzbekistan: lessons from finland, Japan, and south Korea

Sheralieva, Aziza

Мактабгача ва мактаб таълими · 2026-yil

Annotatsiya

This article examines teacher roles and teaching approaches in Uzbekistan through a comparison with Finland, Japan, and South Korea. It focuses on teacher-student relationships, student participation, classroom practices, and the different educational priorities across these countries. The study uses a qualitative comparative approach based on academic literature, educational reports, and other secondary sources. The findings show that teachers in Uzbekistan hold a respected and important position, while the education system also faces challenges related to teacher professional development, class size, and shortages of qualified teachers. Finland places greater emphasis on student participation, independence, and teacher autonomy, while Japan combines teacher authority and classroom discipline with moral education and broader student development. South Korea reflects strong academic demands and considerable pressure on students. The comparison suggests that Uzbekistan could benefit from selected practices from these countries without directly adopting any single educational model. Greater student participation and independence can be encouraged while maintaining the important role of teachers and taking into account Uzbekistan’s own educational context.

Maqola ma’lumotlari
MualliflarSheralieva, Aziza
JurnalМактабгача ва мактаб таълими
NashriyotТошкент давлат педагогика университети
ISSN3060-4613, 3060-4613
Nashr sanasi2026-09-02
Jild4
Son9
Betlar301-305
TilIngliz
Ilmiy sohaPedagogika
DOI10.5281/zenodo.22921907
Indeksga qo‘shilgan2026-09-24

DOI: 10.5281/zenodo.22921907 · Maqolaning asl sahifasi

Kalit so‘zlar

Uzbekistan, teacher roles, student-centered learning, teaching approaches, teacher-student relationships, comparative education, Узбекистан, роль учителя, обучение, ориентированное на учащегося, подходы к преподаванию, отношения между учителем и учащимися, сравнительное образование, O‘zbekiston, o‘qituvchi roli, o‘quvchiga yo‘naltirilgan ta’lim, o‘qitish yondashuvlari, o‘qituvchi va o‘quvchi munosabatlari, qiyosiy ta’lim

Ilmiy soha

Pedagogika

Iqtibos keltirish

APASheralieva, Aziza (2026). TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA. Мактабгача ва мактаб таълими, 4(9), 301-305. https://doi.org/10.5281/zenodo.22921907
GOST (OAK)Sheralieva, Aziza TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA // Мактабгача ва мактаб таълими. – 2026. – T. 4, № 9. – P. 301-305. – DOI: 10.5281/zenodo.22921907.
MLASheralieva, Aziza. “TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA.” Мактабгача ва мактаб таълими, 4(9), 301-305, 2026. https://doi.org/10.5281/zenodo.22921907
ChicagoSheralieva, Aziza. “TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA.” Мактабгача ва мактаб таълими, 4(9), 301-305 (2026). https://doi.org/10.5281/zenodo.22921907
HarvardSheralieva, Aziza (2026) ‘TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA’, Мактабгача ва мактаб таълими, 4(9), 301-305. https://doi.org/10.5281/zenodo.22921907
BibTeX
@article{sheralievaaziza2026,
  title = {TEACHER ROLES AND STUDENT-CENTERED LEARNING IN UZBEKISTAN: LESSONS FROM FINLAND, JAPAN, AND SOUTH KOREA},
  author = {Sheralieva, Aziza},
  journal = {Мактабгача ва мактаб таълими},
  year = {2026},
  volume = {4},
  number = {9},
  pages = {301-305},
  doi = {10.5281/zenodo.22921907},
  url = {https://doi.org/10.5281/zenodo.22921907}
}

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