Empirical Foundations for Diagnosing the Readiness Level of Primary School Teachers for TIMSS International Assessment Requirements

The article examines the pedagogical challenges and systemic needs of primary teachers regarding international benchmarks in education. Based on a comprehensive analysis of teacher preparedness for TIMSS, the study advocates for the implementation of specialized professional development courses that prioritize practical competencies over theoretical instruction. Ultimately, the research emphasizes that the integration of international excellence standards into the national framework serves as a strategic driver for modernizing primary education and ensuring global competitiveness in pedagogical outcomes.

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