Common forms of Teacher Development
3
e.g. context: UP 2012:
* RMSA introduction; NCERT maths & Science exams
* 449 new schools; 402 schools ‘uplifted’; 26,000 teachers to train through INSET
2. English in Action:
Upscaling a school-based, mobile enhanced,
Teacher Development Programme
See: Power et al (2012):
The Curriculum Journal, 23(4):503–529
EIA Pilot approach
mobile
materials
Conceptual framework
• teachers identity and
expertise is developed in
context of local practice
• the school is the main setting
of professional learning
• cultural artefacts and tools
mediate learning
• support mechanisms
integrated school-based peer
supportSocial Practice Theory. See for example:
Chaiklin and Lave, 1993; Vygotsky, 1962;
Bruner, 1996; Sen, 1999
Schools Component
Teacher No. 2011 Actual 2014 Target 2014 Actual
Primary 508 7,500 7,523
Secondary 243 5,000 5,028
As scale
increases…
• Availability of international or
national expert capacity
(time), per teacher,
substantially decreases
• Centralised delivery
becomes increasingly
unmanageable (workload,
travel time, communications)
• Inputs (number of days for
face-to-face support, extent
of materials) need to
increasingly align with
national norms for
sustainability
phase
phase II -
pilot
(2008 -
2011)
phase III -
scale
(2011 -
2014)
phase IV -
institutional
(2014 -
2017)
Teachers600 GoB
teachers
12.5 K
Teachers
38k
Teachers
Students118k
students
2M
Students
4.6 M
students
…emphasis on local peer support,
with practice expertise via
(offline) mobile technology
Pilot
mobile
materials mobile
materials
Upscale
local
peer
support
8
What has changed from the pilot that might affect outcomes in the school component?
• Teacher materials e.g. authentic video clips• Classroom materials e.g. based on textbooks
especially through use of classroom audio• Teacher Facilitator materials & role e.g. TFs
more central role, more direction• Relations with Head teachers & Government
officials
Education Officer observing EIA Class
How can teacher education and guidance
materials best support effective
pedagogy?
i) teacher peer support;
ii) alignment of professional
development with teachers’ needs...
and follow-up monitoring of teachers;
iii) support from head teachers; and
iv) alignment with the curriculum and
assessment.
Westbrook et al., 2013Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy,
J., and Salvi, F. (2013). Pedagogy, curriculum, teaching practices
and teacher education in developing countries: final report.
Education rigorous literature review, EPPI-Centre, Social Science
Research Unit, Institute of Education, University of London.
https://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=E93CRI7ONw
A%3D&tabid=3433
DFID / EPPI Literature Review:
…Teacher Education in Developing Countries
International Evidence & EIA School Based Teacher Development
KEY FINDING EIA SBTD
1. peer support pairs of teachers, local Clusters
2. support from head teachers Active role, HT meetings
3. follow up monitoring Classroom observation, Cluster QA
4. alignment of assessment alignment to EfT & advocacy
In addition, EIA success also depends upon
5. high quality materials (including audio-visual) and enabling technology (SD cards, mobile phones, speakers).
Example 1A: ‘EIA is transformative’
• ‘Classroom changes through use of mobile phones’ - Shyamal Kumar Chakroborty TF EIA
Example 1B: Role of classroom language
• Teacher confident in use of English in the class…• On talking to the teacher it was immediately noticeable
that his own English level appeared to be very low, • …he struggled to understand and express himself when
away from the language of the classroom … • a stark contrast
Example 2A: Role of videoExample 2A: Role of video
A teacher uses the video
• “for my preparation” …
• He is specific in saying that he learnt some of the techniques…for today’s lesson from Module 4…
• describes the clip on questions and then uses volunteers and pair work in getting the answers
• and … the use of pictures
Example 2B: Role of video
in video teachers also follow these methods…..
• ‘watch them at my work…..’
• ‘I watch with other teachers”…’
• ‘previous training there was no arrangement of videos and model teachers…..only EIA provides those things’
• ‘we can watch it when we like’
Students’
English
language
competence
Classroom
pedagogy
Classroom
techniques
Teacher’s views
about learning
Students’ views
about learningTeacher’s
EL competenceStudents’
motivation
Classroom
English
language
competency
Peer support
Video
teacher & student perceptions
English in Action (2014). Perceptions of english language learning and teaching among primary and secondary school
teachers and students participating in english in action: Second cohort (2013).
Research report, English in Action, Dhaka, Bangladesh.
www.eiabd.com/publications/
focus:
1. teachers’ views
(on ELT, practice,
students and the
programme)
2. students’ views
(of English and their
experience of English
lessons).
method:
• Self-completed
questionaire:
• primary teachers
• secondary teachers
• secondary students,
• structured survey interview
for primary students
• Fieldwork was carried out
by researchers from the
Institute of Educational
Research (IER), Dhaka
University.
issues
• instruments: modified
versions of questionnaire
designed by Savignon and
Wang (2003): teacher and
student perceptions of
CLT practices.
• primary student survey
interview newly designed.
Earlier study used group
interview for primary
students.
• What is most appropriate
method for
understanding primary
student views?
sample:
269 primary teachers,
123 primary head
teachers and 143
secondary teachers.
376 primary and
457 secondary students.
focus:
To what extent do
teachers show improved
classroom practices,
particularly in relation
to the extent and
language of student talk
method:
• timed observation schedule
• instantaneous sampling, at
one minute intervals
• recording objective features
of behaviour, not making
subjective judgements.
Whether:
• teacher or students
were speaking
• students were carrying
out an activity
• audio-visual materials
were being used
• any other activities
were being used
issues
• designed in reference to
other instruments that
measure classroom
interaction and the features
of communicative language
teaching (e.g. Malamah-
Thomas 1987, Spada
1990)
• Designed not to require
expert understanding of
ELT of classroom practice
from observers
• Reliability depends upon:
• nature of items being
observed
• skill and consistency of
observers
sample:
401 lesson observations
(256 primary, and
145 secondary).
primary (61%) and
secondary (21%)
female teachers
classroom practices
English in Action (2014). Classroom practices of primary and secondary teachers participating in english in action: Second cohort (2013). Research report, English in Action, Dhaka, Bangaldesh.
www.eiabd.com/publications/
Learning outcomes:Primary students 2010/2013
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1 2 3 4 5 6
2010 (N=3507)
2013 (N=463)
Learning outcomes:Secondary students 2010/2013
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
1 2 3 4 5 6 7 8
2010 (N=2041)
2013 (N=421)
focus:
To what extent do the
students and teachers
show improved EL
competences?
method:
• one-to-one, face-to-face
interviews
• carried out by independent
assessors from Trinity
College
• a meaningful, authentic
exchange of information,
ideas and opinions, not a
formal question and answer
interview.
• begin at most basic level,
increasing linguistic
demand, until the candidate
reached limit of their
competency.
• Graded Examinations in
Spoken English (GESE)
scale
issues
• GESE maps onto CEFR
• CEFR more commonly
referred to, but coarser
discrimination (broad
grades)
• GESE less commonly
referred to, but much finer
discrimination between
grades
• Most skilled assessors can
discriminate further, to
GESE sub-grades
sample:
605 teachers
(246 primary,
286 secondary;
73 primary heads)
884 students
(463 primary;
421 secondary)
learning outcomes
English in Action (2014). English proficiency assessments of primary and secondary teachers and students
participating in english in action: Second cohort. Research report, English in Action.
www.eiabd.com/publications/
teacher & student perceptions
English in Action (2014). Perceptions of english language learning and teaching among primary and secondary school
teachers and students participating in english in action: Second cohort (2013).
Research report, English in Action, Dhaka, Bangladesh.
www.eiabd.com/publications/
focus:
1. teachers’ views
(on ELT, practice,
students and the
programme)
2. students’ views
(of English and their
experience of English
lessons).
findings:
• Teachers report improved
competence (96%-99%)
and confidence (88-89%) in
using English.
• Most teachers (63-66%)
strongly agree has
impacted teaching practice.
• 89% of all teachers say
focus of lessons is now on
student communication and
interaction
• students report regularly
speaking in English (79%-
80%)
issues
• Strong residual attachment
to traditional practices: e.g.
primary students reported
enjoying learning grammar
rules (95%) and being
corrected by the teacher
(98%).
• Secondary teachers
perceive improvements in
own English competence,
not evidenced in
assessments.
• 2/3 of primary students, but
only 1/3 of secondary
students, report T talking
mostly in English.
sample:
269 primary teachers,
123 primary head
teachers and 143
secondary teachers.
376 primary and
457 secondary students.
focus:
To what extent do
teachers show improved
classroom practices,
particularly in relation
to the extent and
language of student talk
findings:
• student talk time increased
substantially (to 27%
primary; 24% secondary).
• student talk in target
language increased
substantially (to 91%
primary; 87% secondary).
• substantial increases in
observations of student talk
in pairs or groups (18%
primary; 28% secondary).
• teachers talked less (45-
48%) but used target
language more (76-87%)
issues
• Despite increases in pair
and group talk, primary
student talk was dominated
by choral work (46%), and
secondary students by
individual talk (53%)
• This quantitative study
doesn’t shed light on the
quality of student talk.
• Observations show
secondary teachers using
spoken English more than
primary teachers; student
perceptions are the
opposite.
sample:
401 lesson observations
(256 primary, and
145 secondary).
primary (61%) and
secondary (21%)
female teachers
classroom practices
English in Action (2014). Classroom practices of primary and secondary teachers participating in english in action: Second cohort (2013). Research report, English in Action, Dhaka, Bangaldesh.
www.eiabd.com/publications/
focus:
To what extent do the
students and teachers
show improved EL
competences?
findings:
• primary students:
improvement over baseline
(34% more Grade 1 or
above; 20% more Grade 2
or above)
• primary girls (74% pass)
higher than boys (65%
pass).
• secondary students:
improvement over baseline
(14% more Grade 2 and
above, and 11% more
Grade 1 and above)
issues
• Primary teachers improved
over baseline (7% more
Grade 2+; 3% more Grade
3+).
• Secondary teachers no
statistically significant
difference to baseline.
• Secondary teachers self-
reporting of improvement
very similar to primary
teachers.
• Secondary students still
improved, but not as much
as primary.
sample:
605 teachers
(246 primary,
286 secondary;
73 primary heads)
884 students
(463 primary;
421 secondary)
learning outcomes
English in Action (2014). English proficiency assessments of primary and secondary teachers and students
participating in english in action: Second cohort. Research report, English in Action.
www.eiabd.com/publications/
Learning outcomes:Primary students 2010/2013
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
1 2 3 4 5 6
2010 (N=3507)
2013 (N=463)
Learning outcomes:Secondary students 2010/2013
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
1 2 3 4 5 6 7 8
2010 (N=2041)
2013 (N=421)
DFID / EPPI Literature Review:
…Teacher Education in Developing Countries
• pedagogy, curriculum, teaching practices and
teacher edu- cation in developing countries
• 2000 articles > 489 through appraisal > 54 on TE >
11 provide evidence
• “With few exceptions [studies did not holistically
look at] changes in teachers’ attitudes and beliefs,
their knowledge (both content and PCK) and their
practices…
• …Even here, students’ learning outcomes as a
result of ITE or CPD were often not obtained for
reasons of scale and feasibility. Thus, evidence on
the impact of training was only partially captured in
most studies, highlighting a need for more holistic
and robust evaluations of teacher education
initiatives” (p31)
Westbrook et al., 2013Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy,
J., and Salvi, F. (2013). Pedagogy, curriculum, teaching practices
and teacher education in developing countries: final report.
Education rigorous literature review, EPPI-Centre, Social Science
Research Unit, Institute of Education, University of London.
https://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=E93CRI7ONw
A%3D&tabid=3433
• Tatto:
Poor outcome measures; no educational theory of
change; economist driven evaluations
“field lacked a well-developed research
infrastructure to adequately study teacher
education trajectories” (p3)
• Cordingley:
• 14 studies;11 used; 6 had data on student
outcomes.
• Most had qualitative observational data;
variety of approaches limit comparability.
• evidence is mostly from the USA; one study
(Namibia) from LEDC.
Tatto, 2013Tatto, M. (2013). The role of research in
international policy and practice in
teacher education. Research and teacher
education: the BERA-RSA inquiry,
BERA.
http://www.bera.ac.uk/wp-
content/uploads/2014/02/BERA-Paper-2-
International-Policy-and-Practice-in-
Teacher-Education.pdf
Cordingley, 2013Cordingley, P. (2013). The contribution of
research to teachers’ professional
learning and development. Research and
teacher education: the BERA-RSA
inquiry, BERA, London.
http://www.bera.ac.uk/wp-
content/uploads/2013/12/BERA-RSA-
Research-Teaching-Profession-FULL-
REPORT-for-web.pdf
BERA Reviews:
The role of research in international policy and practice:
in initial teacher education; in CPD
DFID review: Educational Technology
in low to lower-middle income countries
• Review of over 80 studies (45 research documents; 20 literature reviews; 18 grey literature reports) of Educational Technology use in schools, for teaching and learning, in low to lower-middle income countries.
• Many studies present no evidence of classroom practice or learning outcomes
• Only 3 studies present quantitative evidence on classroom practice
• IRI, Mali: (Ho & Thukral 2009, p.32)
• Bridge IT, India: (Wennerstan et al, 2012)
• English in Action, Bangladesh: (EIA 2011, 2012, 2014)
Power et al., 2014Power, T., Gater, R., Grant, C., and Winters, N. (2014). Educational
technology. Topic guide, Health and Education Advice and Resource
Team, Department for International Development, London, UK