MENTORING NOVICE ENGLISH LANGUAGE SCHOOL TEACHERS IN UZBEKISTAN: CHALLENGES AND CONCEPTUAL SOLUTIONS.

Аннотация

Novice English language school teachers often encounter significant challenges during their professional journey, such as reluctance to engage in exploratory action research, misconceptions about its complexity, and risks of demotivation. In Uzbekistan, these issues are compounded by systemic factors, including limited institutional support and a lack of resources. This conceptual paper examines the challenges novice teachers face and proposes mentoring-based solutions informed by relevant literature. Strategies such as structured guidance, regular feedback, classroom observations, and leveraging digital tools are highlighted as key mechanisms to address these barriers. The paper concludes that tailored mentoring programs can enhance novice teachers' professional development, equipping them to overcome challenges and contribute effectively to classroom learning outcomes..