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In the primary teachers’ version of the programme, in addition to video and audio materials, teachers are also given printed activity guides, or semi-structured lesson plans, for each grade from 1–5, which they can follow in their lessons using a range of techniques and approaches. Both secondary and primary materials also include classroom audio resources to be delivered via the SD card on the mobile phone, using rechargeable speakers supplied by the project. These two unique aspects of the EIA approach, the mediated video deconstruction and the storage of the multimedia materials on the SD card on a low-cost mobile phone, combine to enable all teachers to engage in meaningful and authentic classroom-based professional development with a strong focus on reflective practice. The third essential element of the EIA approach is peer support, which has been consciously integrated within the programme design to a degree that is unprecedented in other Bangladeshi CPD programmes. Teachers engage with the project in pairs within their schools and each school pair meets up every six to eight weeks, eight times over a year-and-a half, with other pairs of teachers from ten to 12 schools across their district or upazilla. This departs markedly from most of the other programmes in Bangladesh; the familiar pattern is for individuals from a school to leave regular duties for a one-off block period (currently ranging between six and 21 days, depending on the programme). Rather than being training sessions as such, the one-day EIA cluster meetings complement the input from the self-access materials. They are primarily intended as opportunities for teachers to share their experiences, both successes and challenges, reflect on common issues and prepare themselves for the next module in the EIA teachers’ guide. Each cluster meeting is led by two experienced teachers, Teacher Facilitators (TFs, who also follow the CPD programme along with the teachers in the cluster group). To assist the TFs in managing the cluster meeting, the project developed a print TF guide, which contains step-by-step instructions on how to run each of the eight cluster meetings across 16 months. An example is given in Figure 3.

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|  English in Action in Bangladesh

Innovations in the CPD of English language teachers  

The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...

Innovations in the CPD of English language teachers  

The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...