School-based teachers ’ professional development through technology- enhanced learning in Bangladesh

M Mahruf C Shohel, Frank Banks

Research output: Contribution to journalArticlepeer-review

20 Citations (SciVal)


To promote significant pedagogical change, the most successful teacher educa- tion programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education develop- ment programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demon- strate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Pro- grams schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Original languageEnglish
Pages (from-to)25–42
Number of pages18
JournalTeacher Development
Issue number1
Publication statusPublished - 2012


  • school-based
  • teachers' professional development
  • UCEP-Bangladesh
  • technology-enhanced learning
  • hand-held device


Dive into the research topics of 'School-based teachers ’ professional development through technology- enhanced learning in Bangladesh'. Together they form a unique fingerprint.

Cite this