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Abstract

Given the heightened attention regarding the professional development of teachers, teacher education is regarded as a critical field to be investigated and evaluated more profoundly. While trainee teachers have been the primary foci of teacher education scholarship, the perspectives and experiences of teacher educators (in this study context, teacher trainers also), have not been explored to the same extent, particularly in developing countries like Bangladesh. This study, using a qualitative case study research paradigm, attempts to fill the gap. As a part of a doctoral project, seven English language teacher educators and ten trained English language teachers working in the secondary English language education context in Bangladesh were interviewed. The findings revealed that the teacher educators were not fully prepared for their task, expressed critical concerns regarding their professional development as well as the bureaucratic milieu within which they work, and were uncertain about career prospects. The paper, thus, reflecting on the voices of teacher trainers, concludes with a set of recommendations for improving and sustaining the quality of teacher educators/ trainers in Bangladesh.

Item Type:	Article
Authors/Creators:	Nur, S and Short, M
Keywords:	Bangladesh, English language education, secondary education, teacher education, teacher educators, professional development
Journal or Publication Title:	Universal Journal of Educational Research
Publisher:	Horizon Research Publishing
ISSN:	2332-3205
DOI / ID Number:	10.13189/ujer.2020.080608
Copyright Information:	Copyright 2020 Horizon Research Publishing. Licensed under Creative Commons Attribution 3.0 Unported (CC BY 3.0) https://creativecommons.org/licenses/by/3.0/
Related URLs:	UTAS Profile: Short, M
Item Statistics:	View statistics for this item

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