@incollection{power_approaches_2019, address = {London}, title = {Approaches to teacher professional development in low-to-middle-income countries}, url = {https://bit.ly/3r82ePY}, abstract = {This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.}, booktitle = {Sustainable {English} language teacher development at scale: lessons from {Bangladesh}}, publisher = {Bloomsbury Academic}, author = {Power, Tom}, year = {2019}, note = {Extra URL: http://oro.open.ac.uk/57052/ KerkoCite.ItemAlsoKnownAs: 2339240:D5ABKQWT 2405685:5G9NIHEU 2405685:KJGDVY5F 2405685:P8GU4VUJ 2405685:W9CSF5TT 2534378:3KFFQRC7 2534378:RSWZTN7D}, keywords = {Important, Read}, pages = {47--65}, } @misc{power_activating_2020, title = {Activating local study-groups for children’s learning—an equitable {EdTech} response?}, url = {https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/}, language = {en-GB}, urldate = {2020-06-03}, journal = {EdTech Hub}, author = {Power, Tom}, year = {2020}, doi = {10.5281/zenodo.4707840}, note = {Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_zenodoETH}, } @misc{oyinloye_innovative_nodate, title = {Innovative {Research} {Methodologies}: {Participatory} {Ethnographic} {Evaluation} {Research} ({PEER}).}, shorttitle = {Innovative {Research} {Methodologies}}, url = {https://www.bera.ac.uk/media/innovative-research-methodologies-3m-power}, abstract = {This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by...}, language = {en-GB}, urldate = {2023-10-17}, author = {Oyinloye, Bukola}, collaborator = {Hedges, Claire and Power, Tom}, note = {10 May 2023 KerkoCite.ItemAlsoKnownAs: 2339240:W5CT7SK5 2405685:7ZIAGBUC}, } @incollection{power_new_2012, address = {London, UNITED KINGDOM}, title = {The 'new' new technology: {Exploiting} the potential of mobile communications and open educational resources}, isbn = {978-1-136-20580-4}, url = {http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661}, urldate = {2020-08-06}, booktitle = {Teacher {Education} and the {Challenge} of {Development}: {A} {Global} {Analysis}}, publisher = {Taylor \& Francis Group}, author = {Power, Tom}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:NJMUBYRW}, keywords = {Economic development -- Effect of education on -- Developing countries., Teachers -- Training of -- Developing countries., Teaching -- Developing countries.}, } @techreport{power_community_2021, type = {Working {Paper}}, title = {Community {Help} for {Inclusive} {Learning} and {Development} ({CHILD}): {A} {Study} of {How} {Mobile} {Phones} {Were} {Used} to {Recruit} and {Equip} {Community} {Volunteers} to {Support} {Children}’s {Learning} {During} {Covid}-19 {School} {Closures} in {Zimbabwe}}, url = {https://docs.edtechhub.org/lib/HZRHPNI5}, institution = {EdTech Hub}, author = {Power, Tom and Buckler, Alison and Ebubedike, Margaret and Tengenesha, Martha and Jama, Mbuso and Ndlovu, America and Mukoyi, Jane and Ndou, Mashudu and Mubaira, Simbarashe}, month = apr, year = {2021}, doi = {10.5281/zenodo.4557015}, note = {ZenodoArchiveID: 4557015 PrevoousDOI: 10.5281/zenodo.4502122 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4502122 10.5281/zenodo.4557015 2339240:6Z8Q4VYT 2339240:KCTXJNS6 2405685:HZRHPNI5}, keywords = {\_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v3, \_zenodo:submitted, \_zenodoETH}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513}, shorttitle = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}}, url = {https://doi.org/10.1080/02680513.2010.511953}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).}, number = {3}, urldate = {2020-05-16}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02680513.2010.511953 shortDOI: 10/brrchv KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2405685:EEAEL6VW 2405685:UTNGW9R7}, keywords = {Bangladesh, C:Bangladesh, English in Action support model, \_\_\_working\_potential\_duplicate, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @article{shohel_introducing_2010, title = {Introducing mobile technology for enhancing teaching and learning in {Bangladesh}: teacher perspectives}, volume = {25}, issn = {0268-0513, 0268-0513}, url = {https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives}, doi = {10.1080/02680513.2010.511953}, abstract = {This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.)}, language = {English}, number = {3}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Shohel, M. Mahruf C. and Power, Tom}, month = nov, year = {2010}, note = {Publisher: Routledge, Available from: Taylor \& Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/815957037?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2010.511953 10/brrchv 2339240:9GRACLAU 2405685:BFA3BZUN 2534378:HMHCMR9X 2534378:KT2WCVFZ 2534378:QXQHZY9I 2534378:UJQAALFW 2534378:ZJT5CTY3}, keywords = {BANGLADESH, Bangladesh, COMPUTER assisted language instruction, COMPUTERS in education, CONTINUING education, Computer Assisted Instruction, DISTANCE education, Developing Nations, Digital audio players, Distance Education, Distance learning, ENGLISH language -- Study \& teaching -- Foreign speakers, ERIC, Current Index to Journals in Education (CIJE), Education--Teaching Methods And Curriculum, Educational Development, Educational Technology, Educational technology, Elementary Secondary Education, English (Second Language), English in Action support model, English language, Foreign Countries, Handheld Devices, Higher Education, Inservice Teacher Education, Interviews, LANGUAGE teachers, Language instruction, Multimedia Instruction, OPEN learning, Open Universities, Pilot Projects, Postsecondary Education, Professional development, Program Descriptions, Program Development, Program Effectiveness, Protocol Materials, SECONDARY education, Second Language Instruction, Secondary Education, Secondary School Teachers, Studies, TEACHER development, TEACHERS -- Attitudes, TELEMATICS, Teacher Attitudes, Teachers, Technology Integration, United Kingdom, Video Technology, \_Source:Intuitive, \_THEME: Curriculum and resources, \_THEME: Teacher Professional Development, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2098161, \_\_\_working\_potential\_duplicate, \_\_finaldtb, auto\_merged, mobile learning, mobile technology, technology intervention}, pages = {201--215}, } @techreport{power_eia_2017, address = {Dhaka, Bangladesh}, title = {{EIA} {School}-based teachers development}, institution = {English In Action}, author = {Power, Tom and McCormick, Robert and Eyres, Ian}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:U389PI47 2405685:GRPSWZKB}, } @misc{power_quasi-experimental_2017, type = {Other}, title = {A {Quasi}-{Experimental} {Study} of the {Classroom} {Practices} of {English} {Language} {Teachers} and the {English} {Language} {Proficiency} of {Students}, in {Primary} and {Secondary} {Schools} in {Bangladesh}}, url = {http://www.eiabd.com/publications/research-publications/qe-qs-studies.html}, abstract = {English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts.}, language = {en}, urldate = {2022-08-23}, author = {Power, Tom and McCormick, Robert and Asbeek-Brusse, Elsbeth}, year = {2017}, note = {Place: Dhaka, Bangladesh Publisher: English in Action (EIA) KerkoCite.ItemAlsoKnownAs: 2339240:5ASMY75P 2405685:GJV2BMAG}, } @techreport{leach_deep_2006, address = {London}, title = {{DEEP} {IMPACT}: an investigation of the use of information and communication technologies for teacher education in the {Global} {South}}, url = {http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf}, language = {en}, institution = {DFID}, author = {Leach, Jenny and Ahmed, Atef and Makalima, Shumi and Power, Tom}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:RQHCLU3T 2405685:V427KR5D 2534378:7SP4UDPQ}, keywords = {\_\_\_working\_potential\_duplicate, auto\_merged}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, institution = {Health and Education Advice Resource Team}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:U82KRZAA 2405685:2H3AHYUN 2405685:9CIM8GVA}, keywords = {CitedIn:OER4Schools-HHH3, Important, lit review}, } @inproceedings{power_evidence-based_2019, title = {Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, url = {http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y}, language = {EN}, publisher = {Commonwealth of Learning (COL)}, author = {Power, Tom and Hedges, C and McCormick, R and Rahman, S}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7}, keywords = {C:Poor and marginalised communities, ⛔ No DOI found}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, language = {en}, number = {4}, urldate = {2020-05-15}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, month = dec, year = {2012}, note = {shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2405685:2298G5YZ}, keywords = {C:Bangladesh}, pages = {503--529}, } @article{power_english_2012, title = {English in action: school based teacher development in {Bangladesh}}, volume = {23}, issn = {1469-3704}, shorttitle = {English in action}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539}, doi = {10.1080/09585176.2012.737539}, abstract = {In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh.}, language = {en}, number = {4}, urldate = {2022-08-23}, journal = {The Curriculum Journal}, author = {Power, Tom and Shaheen, Robina and Solly, Mike and Woodward, Clare and Burton, Sonia}, year = {2012}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1080/09585176.2012.737539 KerkoCite.ItemAlsoKnownAs: 10.1080/09585176.2012.737539 2339240:VTZ8NAVX 2405685:U3Z382B7}, keywords = {Bangladesh, English in Action, School Based Teacher Development, technologies}, } @techreport{walsh_low_2012, title = {Low {Cost} {Mobile} {Phones} for {Large} {Scale} {Teacher}}, abstract = {Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.}, language = {en}, author = {Walsh, Christopher S and Shaheen, Robina and Power, Tom and Hedges, Claire and Kahtoon, Masuda and Mondol, Sikander}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:XPZGL85X}, pages = {9}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10/gftr32}, language = {en}, number = {2}, urldate = {2021-05-07}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10/gftr32 2339240:CKY3C4AK 2405685:7I9NQ7GL}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257}, shorttitle = {The ‘trainer in your pocket’}, url = {https://doi.org/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, abstract = {Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts.}, number = {2}, urldate = {2022-08-23}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/19415257.2013.766232 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 2339240:4SYER8H6 2405685:3WMSFI3D}, keywords = {English in Action, communicative language teaching, mobile phones, open distance learning, school-based professional development (SBPD), teachers’ continuing professional development (CPD)}, } @article{walsh_trainer_2013, title = {The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in {Bangladesh}}, volume = {39}, issn = {1941-5257, 1941-5265}, shorttitle = {The ‘trainer in your pocket’}, url = {http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232}, doi = {10.1080/19415257.2013.766232}, language = {en}, number = {2}, urldate = {2020-05-19}, journal = {Professional Development in Education}, author = {Walsh, Christopher S. and Power, Tom and Khatoon, Masuda and Biswas, Sudeb Kumar and Paul, Ashok Kumar and Sarkar, Bikash Chandra and Griffiths, Malcolm}, month = apr, year = {2013}, note = {shortDOI: 10/gftr32 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2013.766232 10/gftr32 2405685:WABHFRL5}, keywords = {\_\_\_working\_potential\_duplicate}, pages = {186--200}, } @techreport{grant_resource_2021, address = {Washington D.C.}, title = {Resource {Pack} to {Support} {Remote} {Learning} - {Radio}}, url = {http://documents.worldbank.org/curated/en/099250004122221110/P1742520930bf702708f2601bdb63d95ee0}, abstract = {Resource Pack to Support Remote Learning - Radio (English)}, language = {en}, urldate = {2023-03-24}, institution = {World Bank Group}, author = {Grant, Ursula and Jordan, Caroline and Kamal, Helen and Kube-Barth, Sabine and Waistell, Daniel and Williamson, Sue and Hedges, Claire and Power, Tom and Richardson, Alison Mead}, year = {2021}, doi = {10/P1742520930bf702708f2601bdb63d95ee0}, note = {KerkoCite.ItemAlsoKnownAs: 10/P1742520930bf702708f2601bdb63d95ee0 2405685:PE8R2AUP}, }