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Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools
Resource type
Journal Article
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
Pages
5483-5494
Date
2010
Journal Abbr
Procedia - Social and Behavioral Sciences
Language
en
DOI
ISSN
18770428
Short Title
Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh
Accessed
16/04/2021, 16:52
Library Catalogue
DOI.org (Crossref)
Citation
Shohel, M., Banks, F., & 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), 5483–5494. https://doi.org/10/bfg65g
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