English in Action: School Based Teacher Development in Bangladesh

Autor/inn/en	Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia
Titel	English in Action: School Based Teacher Development in Bangladesh
Quelle	In: Curriculum Journal, 23 (2012) 4, S.503-529 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.737539
Schlagwörter	Foreign Countries; Developing Nations; Teacher Researchers; Teacher Improvement; Classroom Environment; Classroom Research; Teacher Role; English (Second Language); Second Language Instruction; Rural Environment; Educational Change; Evidence; Curriculum Development; Bangladesh; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lehrerforschung; Klassenklima; Unterrichtsklima; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ländliches Milieu; Bildungsreform; Evidenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bangladesch; Großbritannien
Abstract	In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh. (Contains 8 figures and 6 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10