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

Resource type
Journal Article
Authors/contributors
Title
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
Publication
Procedia-Social and Behavioral Sciences
Volume
2
Issue
2
Date
2010
Short Title
Teachers’ professional development through the English in Action secondary teaching and learning programme in Bangladesh
Library Catalogue
Google Scholar
Extra
Publisher: Elsevier
Citation
Shohel, M. M. C., & Banks, F. (2010). 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, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.894