Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

Rouf, Abdul; Mohamed, Abdul Rashid

doi:10.3126/nelta.v22i1-2.20036

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…Thirdly, limited scope and opportunity for teachers' professional development (PD) has also been reported in other studies (M. A. Rouf & Mohamed, 2017). The fact is that both teachers and institutions are negligent about teachers' PD.…”

Section: Discussionmentioning

confidence: 73%

“…As the in-service training focused on theoretical knowledge (M. A. Rouf & Mohamed, 2017), it might not develop teachers' practical teaching skills. Again, as for the support from educational institutions, the fact is that the non-government educational institutions are managed by private stakeholders, and their fi nancial abilities and management ethos vary.…”

Section: Discussionmentioning

confidence: 99%

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EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Discussionmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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“…Attending one or two training programmes over their whole career won't simply work. Again, teachers need to be proactive and take personal initiatives and collaborate with their colleagues for their PD (Rouf & Mohamed, 2017); they cannot rely on the government agencies only for their growth. They can form and join teacher networks for collaboration (Niesz, 2007).…”

Section: Ensuring Teachers' Professional Development and Well-beingmentioning

confidence: 99%

Emerging Trends in Global ELT: Implications for ELT in Bangladesh

Rouf¹

2022

BELTA J.

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This paper analyses the key emerging trends in global English language teaching (ELT) and discusses their implications for ELT in Bangladesh. ELT has become a worldwide profession, and its focuses are shifting over time. The emerging trends include the use of postmethod orientations, greater role of digital technologies, critical pedagogy, development of learners' intercultural communicative competences, teachers' continuing professional development, localisation of ELT, development of learners' autonomy and their sense of social responsibility and well-being, and increased use of formative assessments. ELT in Bangladesh cannot ignore all these emerging trends in global ELT. This paper, consequently, discusses the implications of these emerging trends for ELT in Bangladesh. It strongly argues that all the ELT stakeholders in Bangladesh must play a planned and active role in reflecting these trends in their practices.

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“…I also believe professional development facilitates learners to generate new ideas, knowledge and skills in their field. Like-wise, Rouf and Mohamed (2017) explored that secondary English language teachers play a significant role in imparting quality L2 education for learners in Bangladesh. To ensure quality classroom instruction and teachers' professional development, they recommended a mechanism to deliver effective continuous professional development.…”

Section: Review Of Literaturementioning

confidence: 99%

Activities Undertaken by the English Language Teachers for Professional Development

Bhandari¹

2021

Jnl. NELTA Gandaki

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The success of language learning and teaching mainly depends upon the professional activities that the teachers employ to improve job performance and provide appropriate input for better learning output in their students. By attending various workshop seminars and trainings, teachers update professional skills regularly and make their teaching career better and efficient. This study aimed at exploring the most common activities undertaken by the English language teachers for developing their professional skills. The study was carried out within the theoretical framework of social constructivism adopting narrative inquiry method to bring lived experiences of the participants. By using unstructured interview, I gathered information from two teacher participants teaching at secondary level in community schools in Butwal Sub-Metropolitan city, Rupandehi. The study revealed that the English language teachers were found attending conferences, trainings and workshop seminars, engaging in action research and academic writing for their professional development. However, poor internet access, lack of regular professional trainings and collaborative culture among them were the major challenges in teachers’ professional development. The study can contribute to improve the classroom pedagogy of the English language teachers and provide some insights to their knowledge and professional skills in the practices of various professional activities to be much more competent and skillful.

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Secondary EL Teachers’ CPD: Present Practices and Perceived Needs

Cited by 5 publications

References 19 publications

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Emerging Trends in Global ELT: Implications for ELT in Bangladesh

Activities Undertaken by the English Language Teachers for Professional Development

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