Exploring the Impact of Teacher Education Programs in Shaping English Language Teaching in Bangladesh.

Abstract

Although English is a crucial instrument for the development of a nation like Bangladesh, research suggests that current practices of teaching English require substantial improvement to make students globally competitive. Globalization has complicated English teachers’ approaches to preparing students for an era of rapid technological advancement, requiring ongoing professional development opportunities beyond academic qualifications. In Bangladesh, people qualify to apply for faculty positions at the tertiary level with their BA and MA in English, even though professional training and degrees like MA in ELT, CELTA, and 'MA in TESOL' are also available. This raises the question as to how TESOL/CELTA programs may help these teachers be competent in teaching English. This qualitative study investigates the influences of English Teacher Education programs for English educators at Bangladeshi private universities. Using purposive sampling, this study generated data through semi-structured interviews with 4 private university English language teachers who had received no formal ELT training but engaged in such programs after a few years of teaching. In response to the research questions, the data suggests that professional degrees or training for English teachers positively impact their professional practices by improving their teaching skills and helping them deal with the challenges of teaching better. Overall, the findings underscore the importance of continual professional development of English language teachers.

IUBAT Review—A Multidisciplinary Academic Journal, 8(1): 275-291