Professional development training programs for the teachers of English Medium Schools in Dhaka City

Abstract

Professional development is a continuous process. For enhancing teachers’ professional growth as well as personal development, professional development training programs play an important role. The purpose of this study was to understand the practices of teachers’ professional development trainings of English Medium Schools in Dhaka City. This study also intended to understand the perception of teachers and administrators about professional development training and challenges they face. By using a qualitative approach, perceptions were explored based on the in-depth interviews. The interviews were conducted through phone call with the help of semi-structured interview guidelines. Data were collected from teachers, trainer and academic training supervisor. Findings from this study shows that, English Medium School mostly provides trainings related to teaching techniques, classroom management, active learning, differentiated learning strategy, conflict management, time management, language development, dealing parents and students, google tools, MS Office etc. Some trainings are organized for building professional relationship among teachers. Need assessment process before the training is not clear to the teachers. This sometimes create conflict of interest while assigning trainings to the teachers. This lack of proper needs assessment create challenges for trainer also. However, all the teachers expressed that, trainings has been helpful in their day to day work and having a great impact on their career in a positive manner.