How are English language teachers supported to develop professional knowledge and practice, within their schools? Qualitative Study

Power, Tom; Mathew, Rama and Griffiths, Malcolm (2017). How are English language teachers supported to develop professional knowledge and practice, within their schools? Qualitative Study. English in Action (EIA), Dhaka, Bangladesh.

URL: http://www.eiabd.com/publications/research-publica...

Abstract

This was a small-scale, qualitative study into the experiences of ‘support in school for improving knowledge and practice of ELT’ amongst teachers participating in a large- scale, quantitative, quasi-experimental (QE) study (EIA, 2017). The purpose of the study was to identify the nature of ‘support in school’ for the introduction of improved classroom practices, as experienced by teachers.
The study sought to explore aspects deliberately incorporated in the EIA School- Based Teacher Development (SBTD) programme (the treatment in the QE study) but which could also occur through other mechanisms (in control schools) such as:
* Teachers purposefully introducing
communicative language teaching activities that were previously unfamiliar to themselves or their students.
* Teachers individually or collaboratively studying, planning, practicing or reflecting upon activities to improve their own English language proficiency, or that of their students
* The attitudes and actions of those in positions of authority in schools, such as head teachers and education officers.

The study addressed the following research questions:
1. In the setting of the school1, how are English Language Teachers supported to develop their subject or pedagogic knowledge and their classroom practice?
2. How do contextual factors affect English Language Teachers experiences of support in the setting of their schools?
3. Are there identifiable relationships between English Language Teachers’ qualitative experiences of support in the setting of their schools, and the findings of quantitative studies of classroom practices or student learning outcomes?

Viewing alternatives

Item Actions

Export

You can export this page using these formats

About

• Item ORO ID
• 57062
• Item Type
• Other - Research Report (for external body)
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  English in Action (E-13-025-TP)	Not Set	Department for International Development

• Keywords
• Classroom practices; English language proficiency; English language teaching; primary schools; secondary schools; Bangladesh; South Asia; teacher development; school-based teacher development; mobile learning; qualitative methods; English In Action; EIA
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Copyright Holders
• © 2017 English in Action (EIA)
• Depositing User
• Tom Power