Item history (nam58, Wed Oct 28 2020 14:43:40 GMT+0000 (GMT Standard Time))

TY - JOUR
TI - Teachers’ professional development through the English in Action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools
AU - Shohel, M. Mahruf C.
AU - Banks, Frank
T2 - Procedia-Social and Behavioral Sciences
AB - 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
DA - 2010///
PY - 2010
DO - 10.1016/j.sbspro.2010.03.894
DP - Google Scholar
VL - 2
IS - 2
SP - 5483
EP - 5494
ST - Teachers’ professional development through the English in Action secondary teaching and learning programme in Bangladesh
L1 - https://oro.open.ac.uk/19960/2/42B0243C.pdf
L2 - https://www.sciencedirect.com/science/article/pii/S1877042810009341
ER -

TY - JOUR
TI - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools
AU - Shohel, M. Mahruf C.
AU - Banks, Frank
T2 - Procedia - Social and Behavioral Sciences
T3 - Innovation and Creativity in Education
AB - 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.
DA - 2010/01/01/
PY - 2010
DO - 10.1016/j.sbspro.2010.03.894
DP - ScienceDirect
VL - 2
IS - 2
SP - 5483
EP - 5494
J2 - Procedia - Social and Behavioral Sciences
LA - en
SN - 1877-0428
ST - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh
UR - http://www.sciencedirect.com/science/article/pii/S1877042810009341
Y2 - 2020/10/27/12:27:24
L1 - https://oro.open.ac.uk/19960/2/42B0243C.pdf
L2 - https://www.sciencedirect.com/science/article/pii/S1877042810009341
L2 - https://www.sciencedirect.com/science/article/pii/S1877042810009341
KW - Experiential Learning
KW - UCEP-Bangladesh
KW - EiA Intervention
KW - Secondary Teaching and Learning Programme
KW - Teachers’ Professional Development
ER -

group:2534378

itemKey:A22MYIWP

itemKeyOld:Q2THK4LH

Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools

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Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools

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