Examining The Impact Of Eia Training Program On Secondary-School English Teachers’ Classroom Practice In Bangladesh
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Date
2019-01
Authors
Karim, Abdul
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
English teachers in Bangladesh have undergone numerous training programs.
Both government-initiated and donor-sponsored training programs have been in
operation in Bangladesh. Government initiated institutions to train teachers are PTIs
and TTCs. However, researchers seemed to label training provided by Primary
Training Institutes (PTIs) and Teacher Training Colleges (TTCs) as inadequate.
Bridging the gaps intrigued government of Bangladesh to devise donor-aided training
programs, including English Language Teaching Improvement Project (ELTIP),
English for Teaching, Teaching for English (ETTE), Secondary Education Quality and
Access Enhancement Project (SEQAEP) and Teaching Quality Improvement in
Secondary Education Project (TQI-SEP). Studies reported their potential failure to
bring changes in English teachers’ classroom practices. English in Action (EIA) was
the last donor-funded project that incorporated school- based training program. The
aim of the study was to examine the impact of EIA training program on secondaryschool
English teachers’ classroom practice in Bangladesh, drawing the questions in
relation to the elements learned in the training program, elements practiced in the
training program and the challenges teachers faced when practicing these elements in
the classroom. The present study undertook the integrated approaches to Teacher
Development (TD) suggested by Hargreaves and Fullan (1992) and reflective model
developed by Wallace (1991). The first research question concerned the first approach
of the integrated approaches to TD.
Description
Keywords
Eia Training , Secondary-School