Wed, May 1, 2024
[Archive]
Volume 5, Issue 1 (MARCH ISSUE 2024)
johepal 2024, 5(1): 160-169 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zarrati Z, Ermetova J, Atadjanova S, Rakhimova Azadovna S. (2024). Cliché ELT and the Requirements of “Development Strategy of New Uzbekistan for 2022-2026”: Expanding ELT Paradigms. johepal. 5(1), 160-169. doi:10.61186/johepal.5.1.160
URL: http://johepal.com/article-1-632-en.html
URL: http://johepal.com/article-1-632-en.html
Abstract: (170 Views)
- Higher Education Institutions (HEIs) in Uzbekistan have extensively worked on their Strategic Plans in alignment with their missions and visions as well as higher education trends worldwide.
- Universities as communities of higher education leaders, scholars, staff, and students develops all teaching/ research/ leadership policies and practices in a way to expedite the move towards obtaining their ideals in “Strategic Plans”. In the same vein, the universities are obliged to prepare their strategies in alignment with national policies.
- Different groups of higher education stakeholders (leadership team, researchers, academic staff, representatives of staff, representatives of students, communities outside the campus, policy-making authorities of the ministries, etc.) are engaged if a university intends to develop its “Strategic Plan”.
- We provide an overview of the requirements of changes in ELT practices worldwide with a special focus on Uzbekistan. It would be based on the “Development Strategy of New Uzbekistan for 2022-2026” with practical suggestions for HE policy-makers and university management teams in Uzbekistan.
Keywords: Cliché ELT Practices, Uzbekistan HE Policies, Development Strategy of New Uzbekistan for 2022-2026, New ELT Paradigms
Type of Study: Research |
Subject:
Special
Received: 2023/09/22 | Accepted: 2024/03/9 | Published: 2024/03/31
Received: 2023/09/22 | Accepted: 2024/03/9 | Published: 2024/03/31
References
1. Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 19(1), 5-28. [DOI]
2. Kaplan, A., & Flum, H. (2012). Identity formation in educational settings: A critical focus for education in the 21st century. Contemporary Educational Psychology, 37(3), 171-175. [DOI]
3. Lannegrand-Willems, L., & Bosma, H. A. (2006). Identity development-in-context: The school as an important context for identity development. Identity, 6(1), 85-113. [DOI]
4. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. [DOI]
5. Oster, N., & M. Piacentini (eds.) (2023). Innovating Assessments to Measure and Support Complex Skills. OECD Publishing, Paris. [DOI]
6. Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63. [DOI]
7. SREB (2018, December). State Policies to Improve Teacher Preparation. [Article]
8. Tohidian, I., Khorsandi Taskoh, A. & Abbaspour, A. (2023). Stories from children of labour in Iran: Do universities have a social responsibility to help resolve the problems? Issues in Educational Research, 33(1), 414-427. [Article]
9. Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6), 577-596. [DOI]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
