Teachers’ perception on teacher training in Secondary English Classrooms of Bangladesh

Abstract

This study explored the scenario of the trainings of English teachers focusing on Secondary Bangla medium schools. It showed English teachers' perceptions of their attended trainings throughout their career. In addition, it also focused on the learning of the teachers from the trainings as well as the problems which English teachers faced in their classroom while implementing their learnt techniques from the trainings into their classrooms. The study adopted a qualitative multiple case study approach and the researcher used purposive sampling technique to collect data from ten English teachers of Secondary Bangla medium schools. The data collection procedure was completed through online platforms as there was no scope of visiting schools because of the pandemic situation. However, for establishing credibility and trustworthiness, some steps had been taken by the researcher including member checking, inter-rater reliability and so on. Moreover, teachers' perceptions on different trainings, their learning from those trainings, how they implemented those techniques in class, and also the problems they faced and the solutions they used for using those problems have been discussed in the study. The final results show that though the trainings were informative for the trainee teachers, those trainings did not have any focus on teachers' problems or following up to check whether the teachers were able to implement their learnt knowledge in their classroom or not, they were allowed to apply those techniques in the classes by the authorities or not. Nevertheless, the findings will be useful for novice teachers, policymakers, trainers, especially of English to Speakers of Other Languages (ESOL) context as Bangladesh. The methodology adopted for the study is replication and will be useful for researchers.