Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools

Abstract

This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children's Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training.

Citation

Shohel, M.M.C.; Banks, F. Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools. Procedia Social and Behavioral Sciences (2010) 2 (2) 5483-5494. [DOI: 10.1016/j.sbspro.2010.03.894]

Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools

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