Shohel, M. Mahruf C. and Banks, Frank
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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/doi:10.1080/13664530.2012.668103|
|Google Scholar:||Look up in Google Scholar|
To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology enhanced learning, in this case the use of Apple iPods (iPod touch), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology enhanced support systems impact on classroom practice and helps teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs (UCEP) schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology enhanced learning is contributing significantly to in-service training in a resource constrained context.
|Item Type:||Journal Article|
|Copyright Holders:||2012 Teacher Development|
|Keywords:||school-based; teachers’ professional development; UCEP-Bangladesh; technology enhanced learning; hand-held device|
|Academic Unit/Department:||Education and Language Studies > Education|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Muhammad Shohel|
|Date Deposited:||07 Feb 2012 09:08|
|Last Modified:||23 Oct 2012 22:30|
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