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.
CITATION STYLE
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
Mendeley helps you to discover research relevant for your work.