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

Resource type
Journal Article
Authors/contributors
Title
School-based teachers’ professional development through technology-enhanced learning in Bangladesh
Abstract
To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development 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 demonstrate 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 Programs 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.
Publication
Teacher Development
Volume
16
Issue
1
Pages
25-42
Date
February 1, 2012
ISSN
1366-4530
Accessed
28/09/2020, 09:59
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/13664530.2012.668103
Citation
Shohel, M. M. C., & Banks, F. (2012). School-based teachers’ professional development through technology-enhanced learning in Bangladesh. Teacher Development, 16(1), 25–42. https://doi.org/10.1080/13664530.2012.668103