Abstract
Over the last two decades, educational reform initiatives in Bangladesh have focused on classroom teaching as a direct path to improving student learning outcomes. This indicates a shift away from the teacher-centered, authoritarian education model traditionally used toward a more constructivist pedagogical approach. Using observations, interviews, and document review, this multi-case qualitative study examined teacher training and teaching methods used in government teacher training centers and primary schools in Bangladesh with the purpose of determining whether the methods taught during teacher training were transferred into classroom practice and what factors influenced the transfer of training to practice for teachers within their first years of teaching. The findings of the cross-case analysis clarify how the transfer of teacher training is supported or challenged within the Bangladeshi context. The teachers’ professional identity influenced their approach to teaching and student learning, while the culture of learning established at the schools affected teacher behaviors in the classroom. Norms and practices regarding examinations conflicted with innovative teaching practices suggested in the education reform initiatives. Recommendations advocate for a realignment of resources and objectives in the teacher-training program and government schools in order to mitigate the challenges new teachers currently face during their first years of teaching in government primary schools.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ahmed, M. (2009). Implementing the education policy—The instrumental role of the sixth plan. Bangladesh Education Journal,8(2), 5–18.
Ardt, K., Hastings, C., Hopkins, K. Knebel, R., Loh, J., & Woods, R. (2005, May 19). Report on primary education in Bangladesh: Challenges and successes. Paper presented at the Third Summit on South Asian Development, Dhaka, Bangladesh.
Banu, L. F. (2009). Problems and mis-conceptions facing the primary language education in Bangladesh: An analysis of curricular and pedagogic practices. BRAC University Journal, 1(1), 1–10.
Brownell, M., Ross, D., ColĂłn, E., & McCallum, C. (2003). Critical features of special education teacher preparation: A comparison with exemplary practices in general teacher education. Center on Personal Studies in Special Education, University of Florida.
Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teacher our children deserve. Educational Horizons, 85(2), 111–132.
Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. The Journal of the Learning Sciences,15, 451–498.
Green, G., & Ballard, G. H. (2010). No substitute for experience: Transforming teacher preparation with experiential and adult learning practices. SRATE Journal, 20(1), 12–19.
Haq, M. N. (2004). A baseline survey of rural secondary schools: A quest for teaching-learning quality. Bangladesh Education Journal, 3(2), 31–54.
Hart, A. W. (1995). Re-conceiving school leadership: Emergent views. The Elementary School Journal,96, 9–28.
Hoque, K. E., & Alam, G. M. (2011). Impact of teachers’ professional development on school improvement—An analysis at Bangladesh standpoint. Asia Pacific Education Review,12, 337–348.
Horng, E., & Loeb, S. (2010). New thinking about instructional leadership. Kappan Magazine,92, 66–69.
Hutaserani, S. (2008). Education sector in Bangladesh: What worked well and why under the sector-wide approach? Retrieved on August 6, 2010 from http://www.adb.org/Documents/Evaluation/SAPE/sape-ban-edu/SAPE-BAN-2008-82.pdf.
Khan, M., Uddin, N., Rana, E. A., & Haque, M. R. (2014). Reforming the education system in Bangladesh: Reckoning a knowledge-based society. World Journal of Education, 4(4), 1–11.
Kirwan, C. (2009). Improving learning transfer. Abingdon: Ashgate.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice-Hall.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles forteacher education programs and practices. Teaching and Teacher Education,22, 1020–1041.
Korthagen, F., & Russell, T. (1999, April 19–23). Building teacher education on what we know about teacher development. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal.
Lobato, J. (2006). Alternative perspectives on the transfer of learning: History, issues, and challenges for future research. The Journal of the Learning Sciences,15, 431–449.
Masui, C., & De Corte, E. (1999). Enhancing learning and problem solving skills: Orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction,9, 517–542.
Mullick, J. I., & Sheesh, S. (2008). Teachers’ quality and teacher education at primary education sub-sector in Bangladesh. BRAC University Journal,5, 77–84.
Nath, S. R., & Mahbub, A. (2008). Inside schools. Dhaka: Academic Press.
Opel, A., Zaman, S. S., Khanom, F., & Aboud, F. E. (2011). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development,32, 104–110.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Scheerer, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education,17, 145–159.
Schulte, L. E., Edick, N., Edwards, S., & Mackiel, D. (2005). The development and validation of the teacher dispositions index. Essays in Education, 12(1), 7.
ten Dam, G., & Blom, S. (2006). Learning through participation: The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education,22, 647–660.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research,74, 255–316.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Moyer, A.L., Sperandio, J. (2019). Barriers to Effectiveness in the Classroom: Three Cases of Novice Teachers in Bangladesh. In: Setty, R., Iyengar, R., Witenstein, M.A., Byker, E.J., Kidwai, H. (eds) Teaching and Teacher Education. South Asian Education Policy, Research, and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26879-4_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-26879-4_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-26878-7
Online ISBN: 978-3-030-26879-4
eBook Packages: EducationEducation (R0)