Teachers' professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools

19Citations
Citations of this article
77Readers
Mendeley users who have this article in their library.

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. © 2010 Elsevier Ltd. All rights reserved.

Cite

CITATION STYLE

APA

Shohel, M. M. C., & Banks, F. (2010). Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 5483–5494). https://doi.org/10.1016/j.sbspro.2010.03.894

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free