TY - CHAP TI - Approaches to teacher professional development in low-to-middle-income countries AU - Power, Tom T2 - Sustainable English language teacher development at scale: lessons from Bangladesh AB - 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. CY - London DA - 2019/// PY - 2019 SP - 47 EP - 65 PB - Bloomsbury Academic UR - https://bit.ly/3r82ePY KW - Important KW - Read ER - TY - BLOG TI - Activating local study-groups for children’s learning—an equitable EdTech response? AU - Power, Tom T2 - EdTech Hub DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/ Y2 - 2020/06/03/07:49:34 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - SOUND TI - Innovative Research Methodologies: Participatory Ethnographic Evaluation Research (PEER). AU - Oyinloye, Bukola AB - 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... LA - en-GB ST - Innovative Research Methodologies UR - https://www.bera.ac.uk/media/innovative-research-methodologies-3m-power Y2 - 2023/10/17/08:23:34 ER - TY - CHAP TI - The 'new' new technology: Exploiting the potential of mobile communications and open educational resources AU - Power, Tom T2 - Teacher Education and the Challenge of Development: A Global Analysis CY - London, UNITED KINGDOM DA - 2012/// PY - 2012 DP - ProQuest Ebook Central PB - Taylor & Francis Group SN - 978-1-136-20580-4 UR - http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661 Y2 - 2020/08/06/14:37:55 KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - RPRT TI - 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 AU - Power, Tom AU - Buckler, Alison AU - Ebubedike, Margaret AU - Tengenesha, Martha AU - Jama, Mbuso AU - Ndlovu, America AU - Mukoyi, Jane AU - Ndou, Mashudu AU - Mubaira, Simbarashe DA - 2021/04/02/ PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HZRHPNI5 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - 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). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - 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). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - 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.) DA - 2010/11// PY - 2010 DO - 10.1080/02680513.2010.511953 VL - 25 IS - 3 SP - 201 EP - 215 LA - English SN - 0268-0513, 0268-0513 UR - https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives AN - 815957037; EJ901078 KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted language instruction KW - COMPUTERS in education KW - CONTINUING education KW - Computer Assisted Instruction KW - DISTANCE education KW - Developing Nations KW - Digital audio players KW - Distance Education KW - Distance learning KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Development KW - Educational Technology KW - Educational technology KW - Elementary Secondary Education KW - English (Second Language) KW - English in Action support model KW - English language KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Inservice Teacher Education KW - Interviews KW - LANGUAGE teachers KW - Language instruction KW - Multimedia Instruction KW - OPEN learning KW - Open Universities KW - Pilot Projects KW - Postsecondary Education KW - Professional development KW - Program Descriptions KW - Program Development KW - Program Effectiveness KW - Protocol Materials KW - SECONDARY education KW - Second Language Instruction KW - Secondary Education KW - Secondary School Teachers KW - Studies KW - TEACHER development KW - TEACHERS -- Attitudes KW - TELEMATICS KW - Teacher Attitudes KW - Teachers KW - Technology Integration KW - United Kingdom KW - Video Technology KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098161 KW - ___working_potential_duplicate KW - __finaldtb KW - auto_merged KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - RPRT TI - EIA School-based teachers development AU - Power, Tom AU - McCormick, Robert AU - Eyres, Ian T2 - EIA Schools: Body of Evidence, Project Closure Review Documents CY - Dhaka, Bangladesh DA - 2017/// PY - 2017 PB - English In Action ER - TY - ELEC TI - 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 AU - Power, Tom AU - McCormick, Robert AU - Asbeek-Brusse, Elsbeth AB - 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. DA - 2017/// PY - 2017 LA - en M3 - Other UR - http://www.eiabd.com/publications/research-publications/qe-qs-studies.html Y2 - 2022/08/23/06:04:45 ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South AU - Leach, Jenny AU - Ahmed, Atef AU - Makalima, Shumi AU - Power, Tom CY - London DA - 2006/// PY - 2006 DP - Zotero LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar PB - Health and Education Advice Resource Team ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - CitedIn:OER4Schools-HHH3 KW - Important KW - lit review ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - ⛔ No DOI found ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal AB - 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. DA - 2012/// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - Wiley Online Library VL - 23 IS - 4 LA - en SN - 1469-3704 ST - English in action UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2022/08/23/05:59:22 KW - Bangladesh KW - English in Action KW - School Based Teacher Development KW - technologies ER - TY - RPRT TI - Low Cost Mobile Phones for Large Scale Teacher AU - Walsh, Christopher S AU - Shaheen, Robina AU - Power, Tom AU - Hedges, Claire AU - Kahtoon, Masuda AU - Mondol, Sikander AB - 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. DA - 2012/// PY - 2012 DP - Zotero SP - 9 LA - en ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10/gftr32 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2021/05/07/15:35:44 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education AB - 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. DA - 2013/04/01/ PY - 2013 DO - 10.1080/19415257.2013.766232 DP - Taylor and Francis+NEJM VL - 39 IS - 2 SN - 1941-5257 ST - The ‘trainer in your pocket’ UR - https://doi.org/10.1080/19415257.2013.766232 Y2 - 2022/08/23/06:03:48 KW - English in Action KW - communicative language teaching KW - mobile phones KW - open distance learning KW - school-based professional development (SBPD) KW - teachers’ continuing professional development (CPD) ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - RPRT TI - Resource Pack to Support Remote Learning - Radio AU - Grant, Ursula AU - Jordan, Caroline AU - Kamal, Helen AU - Kube-Barth, Sabine AU - Waistell, Daniel AU - Williamson, Sue AU - Hedges, Claire AU - Power, Tom AU - Richardson, Alison Mead AB - Resource Pack to Support Remote Learning - Radio (English) CY - Washington D.C. DA - 2021/// PY - 2021 LA - en PB - World Bank Group UR - http://documents.worldbank.org/curated/en/099250004122221110/P1742520930bf702708f2601bdb63d95ee0 Y2 - 2023/03/24/11:39:58 ER -