Shohel, M. Mahruf C. and Banks, Frank
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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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.
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