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

M. Mahruf C Shohel, Frank Banks

Research output: Contribution to journalArticlepeer-review

17 Citations (SciVal)

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. ?? 2010 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)5483-5494
Number of pages12
JournalProcedia - Social and Behavioral Sciences
Volume2
Issue number2
DOIs
Publication statusPublished - 2010
EventWorld Conference on Educational Sciences - Bahcesehir University, Turkey
Duration: 04 Feb 201008 Feb 2010

Keywords

  • EiA Intervention
  • Experiential Learning
  • Secondary Teaching and Learning Programme
  • Teachers' Professional Development
  • UCEP-Bangladesh

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