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Teachers' professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools

Shohel, M. Mahruf C. and Banks, Frank (2010). Teachers' professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools. Procedia Social and Behavioral Sciences, 2(2) pp. 5843–5494.

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URL: http://www.wces2010.org/
DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.sbspro.2010.03.894
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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.

Item Type: Journal Article
Copyright Holders: 2010 The Authors
ISSN: 1877-0428
Keywords: teachers� professional development; EiA intervention; secondary teaching and learning programme; UCEP-Bangladesh; experiential learning
Academic Unit/Department: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 19960
Depositing User: Muhammad Shohel
Date Deposited: 17 Feb 2010 10:21
Last Modified: 04 Oct 2016 12:58
URI: http://oro.open.ac.uk/id/eprint/19960
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