Improving the Methodological Preparation of Future Primary School Teachers for Training Based on the PIRLS International Assessment Programs

This study investigates the preparedness of future primary school teachers in Samarkand, Uzbekistan, to implement reading literacy strategies aligned with the PIRLS International Assessment Program. The importance of reading literacy in early education is well-documented, yet there is limited understanding of how well teacher training programs equip educators with PIRLS-based methods. To address this gap, a survey of 100 participants was conducted, focusing on their familiarity with PIRLS, the frequency of applying related strategies, and their confidence in using formative assessments and digital literacy tools.
The research employed a qualitative, survey-based methodology, using multiple-choice questions to gather data. Key findings reveal that while 60% of respondents are "Somewhat familiar" with PIRLS, only 30% regularly incorporate its strategies into their teaching. Confidence in formative assessment techniques was moderate, with 50% of participants reporting they are "Somewhat confident." Despite recognizing the importance of digital tools, practical implementation remains limited.
The results suggest that teacher training programs in Uzbekistan are moderately aligned with PIRLS standards, but more targeted reforms are needed. Policy implications include developing comprehensive training programs focused on practical application of PIRLS strategies, enhancing teacher confidence in formative assessments, and increasing investment in digital tools for reading instruction. These findings align with previous studies and highlight the need for greater support from educational policymakers to bridge the gap between theory and practice.