This book offers a thorough and comprehensive review of the lessons learnt from the award-winning 'English in Action' English language teacher development programme, which ran in government primary and secondary schools across Bangladesh from 2008 to 2017. Over the course of nine years the programme involved 51,000 teachers and 20 million school students, demonstrably raising standards of teachers' classroom practice and students' English language attainment, and won the British Council ELTON Award for Local innovation (2013) and Times Higher Education Award for International Impact (2107).
The sixteen chapters explore the programme in detail, looking at both the successes and the challenges encountered throughout its course, including the strategies used to address the challenges. The key innovative factors of the programme include:
· a positive choice to build on the existing context, such as the lives and experiences of local teachers and the demands of a nationally determined curriculum;
· teacher learning taking place in the teachers' own classrooms;
· a focus on learning the 'how' of communicative language teaching through reflective practice and peer support;
· the use - within a carefully constructed pedagogy - of affordable, readily-available mobile phone technology;
· the use of mediated authentic video
· a model of teacher development at very large scale that provided a successful alternative to the'cascade'model;
· a partnership with government institutions to ensure that improved practices are maintained beyond the life of the Programme.
Recenzijas
This book provides, at long last, a working model of innovation that stands to inspire work in low-to-middle-income contexts, which is, in fact, the main characteristic of most countries involved in this kind of endeavour. * ELT Journal *
Papildus informācija
Describes and critically analyses the lessons learnt from a unique and highly successful large-scale, nine-year, technology-supported English language teacher development programme in Bangladesh.
|
|
|
ix | |
| Contributors |
|
xi | |
| Acknowledgements |
|
xiii | |
| Foreword |
|
xiv | |
|
|
| Abbreviations |
|
xv | |
| Introduction: Effecting Change Within and Across a National Education System |
|
1 | (8) |
|
|
|
|
|
|
|
|
|
|
1 The Educational Context of Bangladesh: An Overview |
|
|
9 | (14) |
|
|
|
|
|
|
|
2 The Status and Economic Significance of English in Bangladesh: Perceptions and Consequences |
|
|
23 | (14) |
|
|
|
|
|
3 The Bangladesh Context: Critical Comments |
|
|
37 | (10) |
|
|
|
Part Two Teacher Professional Development in Low-to-Middle-Income Countries |
|
|
|
4 Approaches to Teacher Professional Development in Low-to-Middle-Income Countries |
|
|
47 | (20) |
|
|
|
5 The EIA Approach to Teacher Development |
|
|
67 | (12) |
|
|
|
6 The Role of Mobile Technologies in Transforming Teacher Professional Development (TPD) at Scale in Bangladesh |
|
|
79 | (18) |
|
|
|
|
|
|
|
7 The Organizational Imperative: Sustaining Locally Appropriate Ecologies of Innovation at Scale |
|
|
97 | (14) |
|
|
|
Part Three English Language Teaching |
|
|
|
8 Empowering Teachers and Learners through EIA's Approach to English Language Teaching |
|
|
111 | (18) |
|
|
|
|
|
|
|
9 Raising Standards of English: Questions of Proficiency |
|
|
129 | (16) |
|
|
|
|
|
10 English Language Teaching: Critical Comments |
|
|
145 | (10) |
|
|
|
Part Four Strategic Issues |
|
|
|
11 Research, Monitoring and Evaluation (RME): Foundational Cornerstone or Luxury Addition? |
|
|
155 | (16) |
|
|
|
|
|
12 Ensuring Sustainability: Collective Ownership, from Project Implementation to Institutionalization |
|
|
171 | (18) |
|
|
|
|
|
13 Ensuring Value for Money |
|
|
189 | (20) |
|
|
|
|
|
|
|
14 Strategic Issues: Critical Comments |
|
|
209 | (12) |
|
|
|
15 Final Reflections: Lessons Learnt |
|
|
221 | (18) |
|
|
|
|
|
|
| Glossary |
|
239 | (4) |
| References |
|
243 | (24) |
| Index |
|
267 | |
Ian Eyres is Senior Lecturer at The Open University, UK and former Head of both the Primary Teaching Programme and Research, Monitoring and Evaluation, English in Action.
Tom Power is Senior Lecturer at The Open University, UK and Director, English in Action.
Robert McCormick is Emeritus Professor of Education at The Open University, UK and Monitoring and Evaluation Advisor to several DFID-funded projects.
Biežāk uzdotie jautājumi par e-grāmatām