PROBLEMS IN DEVELOPING PROFESSIONAL PROFICIENCY OF FOREIGN LANGUAGE TEACHERS: CHALLENGES AND SOLUTIONS IN MODERN PEDAGOGY

Abstract

This article examines problems in developing professional proficiency among foreign language teachers in Uzbekistan. Using a mixed-methods synthesis of national statistics, international reports, and recent project evaluations, the study identifies key barriers: insufficient practical training and mentoring, uneven in-service professional development (CPD) coverage, gaps in digital pedagogy competence, and imperfect alignment of teaching materials with modern communicative approaches. The analysis uses official statistics (State Statistics Committee; Kun.uz), sectoral analyses (World Bank, UNESCO, UNICEF), and project survey data (RTI/UEEP teacher survey, British Council review, UNICEF Eduten pilot) to produce evidence-informed recommendations: extended practicum and mentoring, a national CPD framework aligned with CEFR and communicative methodology, mandatory digital pedagogy certification, and structured classroom coaching. These measures aim to translate policy reforms into improved classroom practice and learner outcomes.