Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh

Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be inco...

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Bibliographic Details
Published in:Qualitative report 2019-10, Vol.24 (10), p.2457-2485
Main Authors: Karim, Abdul, Ahmed, Zohur, Shahed, Faheem, Rahman, Mohammad, Mohamed, Abdul
Format: Article
Language:English
Subjects:
Cellular telephones
Classroom communication
Classroom Environment
Classroom observation
Classroom Observation Techniques
Classrooms
Corporate sponsorship
Donors
Education policy
Educational assessment
Educational Policy
Educational programs
Educational Quality
Educational technology
Electronic Learning
English
English (Second Language)
English Instruction
English language
English teachers
Grade 9
Grammar
Inservice Education
Intention
Interviews
Language teachers
Learner Engagement
Learning
Lesson Plans
Listening
Listening Skills
Observation
Policy making
Professional development
Schools
Secondary education
Self study
Teacher education
Teachers
Teaching
Teaching Methods
Technology
Training
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Summary:Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.
ISSN:1052-0147
2160-3715
DOI:10.46743/2160-3715/2019.4009