Teacher’s World: Journal of Education and Research

Educational Transformation: Refocusing Research, Innovation, Technology Integration and Social Inclusion – An Editorial

Md Ahsan Habib — 2024-05-21

In the post-pandemic era, the world simultaneously witnessed a rapid move towards technological integration and global interconnectedness, alongside social-economic disparities and setbacks. As a result of the COVID-19 pandemic, scientific progress extended beyond the healthcare industry and encompassed various domains of knowledge, including education. The pandemic accelerated the incorporation of ICT in education, an area that had lagged behind other sectors. Conversely, digital integration generates a disparity in knowledge acquisition between individuals who possess access to it and those who do not. This experience serves as a reminder that a considerable number of communities globally remain behind in terms of socioeconomic development and access to digital resources. This trend is especially evident in the global south, where the integration of numerous global educational innovations and approaches may further isolate an already marginalized community by failing to account for contextual factors. Providing this complexity of introducing innovative efforts to education, it is imperative to refocus contextual educational paradigms, employing a multimodal approach that intertwines research, innovation, technology integration, and social inclusion. The purpose of this editorial is to emphasize the importance of an all-encompassing educational approach that not only equips students for the challenges of the future but also cultivates a just, inventive, and resilient society. A total of 11 papers were selected to be published in this issue, which examines four significant domains of educational transformation: the integration of technology, innovative approaches, research in education, and the representation of perspectives from underrepresented groups in education. The increasing integration of technology in the field of education is evident in the articles that discuss ICT, media usage, and visual materials. Two papers revisit inquiry-based science instruction and school-home partnerships as educational strategies. Two publications centered on teachers' practice and intention research and action research exemplify the recent shift towards involving teachers in research activities, both in higher education and at the classroom level. Three additional papers investigate the perspectives of students and underprivileged groups who are often overlooked in the development of education procedures and policies. This journal issue, thus, represents the current focus, endeavors, and implementation of education across several educational disciplines.

Teacher’s World: Journal of Education and Research, 49 (2),9-14

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

Mohammad Ali Zinnah — 2024-05-21

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research.

Teacher’s World: Journal of Education and Research, 49 (2),15-36

Visual Materials in Classroom Teaching Learning: A Case Study on Nonformal Primary School

Shariful Islam — 2024-05-21

The evolution of technology and the paradigm shift triggered by the COVID-19 pandemic have reshaped educational practices, transitioning from conventional to digital mechanisms. The integration of digital learning resources has introduced a new dimension to the classroom environment. This paper aims to investigate the practicality of utilizing existing visual learning materials in non-formal educational settings. The case study focuses on non-formal primary schools operated by the JAAGO Foundation in Dhaka, serving as a representative sample. Data for this study were gathered through semi-structured interviews, focus group discussions, and observation notes from teachers, learners, and experts in the sampled non-formal primary schools. Thematic analysis was employed to analyze and present the collected data. The findings of the study underscore significant positive effects of employing visual learning materials in non-formal primary classrooms. These effects manifest in the areas of motivation enhancement, assessment of prior knowledge, and promotion of active participation, particularly among disadvantaged learners. The study also highlights the effectiveness of visual materials in facilitating clear comprehension, fostering creativity and imagination, enhancing critical thinking skills, and promoting digital literacy as essential 21st-century skills. Moreover, the research reveals that visual learning materials play a crucial role in achieving desired learning outcomes, aligning with both learners' psychology and pedagogical perspectives. However, the study identifies key challenges hindering the effective use of visual materials in non-formal classrooms, including infrastructural inconveniences such as poor projection systems, noisy sound systems, and inadequate seating arrangements for students. In light of these findings, the study recommends the implementation of professional training sessions for educators and emphasizes the need for school authorities to take responsibility in addressing identified challenges. By doing so, the study advocates for the creation of an environment conducive to effective classroom practices utilizing visual materials in non-formal educational settings.

Teacher’s World: Journal of Education and Research, 49 (2),37-51

Developing a Scale for Measuring Attitudes of Secondary School Teachers toward Sex Education

Mridul Chowdhury Konok — 2024-05-21

Pre-service training and attitudinal background both are important to teach ‘sex education’ well in classroom. But lack of proper instruments to determine teachers’ attitudes toward sex education in Bangladesh paved way for the researcher to develop such scale. To develop the scale, initially 58 items were formulated using the deductive approach based on the five-point Likert’s scale method, of which 41 retained after a tryout and 36 items for the finalized scale. By using the convenience sampling method a pool of 130 samples was selected for the final data collection. After rigorous analyses, the scale’s average item-total correlation and Chronbach’s Alpha values were calculated as 0.465 and 0.773 respectively, which ensured its reliability. The items were developed as such they cover most topics of sex education in perspective of Bangladesh, thus establishing content validity. Finally, the Stanine scores or grades, ranging from 1 to 9, were calculated and assigned to the raw scores that were obtained by the samples, to interpret the findings in an understandable way. Based on the Stanine scores, the secondary teachers’ attitudes toward sex education were categorized in five categories as ‘very negative’, ‘negative’, ‘moderate’, ‘positive’ and ‘very positive’.

Teacher’s World: Journal of Education and Research, 49 (2),53-74

The Role of Media Materials in French Language Learning: A Case Study

Bipul Chandra Debnath — 2024-05-21

The importance of media in language learning is covered in this article. The goal is to identify the media that students find engaging and how it advances or enhances their learning process. The development of the French language among students has increased, as this article will demonstrate, particularly for those who regularly consume media on TV and other platforms like YouTube, Netflix, etc. A survey was conducted among the students of the department of French Language & Culture at the Institute of Modern languages, Dhaka University. There are 50 French learners who have participated in this study are the students of French Language & Culture, IML, International Relations, Dhaka University and the students of BUP. Through this study, a survey based on a quantitative data was conducted by distributing a set of questionnaires to the participants. An impressive impact on learning French is seen when data collected from participants is analyzed along with their ideas. This definitely helps to accelerate the learning process. Ultimately, some recommendations on how to choose suitable media resources to enhance the course's relevance and effectiveness will be given.

Teacher’s World: Journal of Education and Research, 49 (2),75-84

What Really Matters in Secondary-Level Students’ Classroom Participation: A Study from the Student’s Perspective

Samia Nasir — 2024-05-21

Effectively Increasing student classroom participation has always been a crucial challenge for secondary teachers. The present study aims to address the factors that contribute to increased student participation in the classroom, therefore fostering an improved learning environment from the secondary-level students’ perspective. This study uses a qualitative research approach to explore specific aspects of teachers' behavior that impact student participation. Through focused group discussions, students share their diverse experiences and perspectives, the dimensions of teachers’ particular behavioral influence on active engagement in the classroom. The findings shed light on teachers’ content delivery skills, the role of teachers’ rapport building, the impact of teachers’ willingness to explain in depth, and the influence of teachers’ voices. The study suggests valuable insights for educators striving to create a more conducive and participatory learning atmosphere in secondary education.

Teacher’s World: Journal of Education and Research, 49 (2),85-98

Understanding Bourdieusian Social Capital Perspective in Student Experience: A Critical Review

Md Shahrier Haider — 2024-05-21

While much of the literature on higher education focuses on issues of teaching and learning, there is a growing interest in making sense of the everyday experiences of university students. This is what is often referred to as ‘student experience’. Student experience is broadly concerned with the lives and lived experiences of university students. The aim of this paper is to discuss Bourdieusian social capital and how it is significant concept in the literature of higher education (HE) student experience. There are many approaches used in discussing student experience, but the ones reviewed in this paper are centred around Bourdieu’s use of ‘social capital’.

Teacher’s World: Journal of Education and Research, 49 (2),99-107

Teachers’ Perceived Usefulness and Perceived Ease of Use of Technology in Primary School Classrooms in Bangladesh

Rayhan Ara Zaman — 2024-05-21

The study aimed to investigate primary school teachers’ knowledge, attitudes, and practices (KAP) regarding technology use in the classroom in five selected districts of Bangladesh. Data was collected through in-depth interviews and focus group discussions with primary school teachers, local education officers, and PTI and URC instructors. Incorporating the theoretical lens of the Technology Acceptance Model (TAM), the study examined the perceived usefulness (PU) and perceived ease-of-use (PEOU) of ICT among teachers. Findings indicated that while teachers recognize the high usefulness of ICT in educational settings, they report lower ease-of-use, often attributable to factors like inadequate training, infrastructure and limited resources. Technology-based teaching and learning activities could enhance the quality of education and promote equity and inclusiveness in primary schools. The COVID-19 pandemic significantly influenced ICT practice in government primary schools, leading to the adoption of mobile-based teaching-learning practices. The study recommends targeted interventions emphasizing comprehensive teacher training, infrastructural enhancements, and motivational strategies are crucial to bridge the policy-practice gap regarding ICT.

Teacher’s World: Journal of Education and Research, 49 (2),109-124

School-Home Partnership for Enhancing Standard Bangla Language Acquisition of the Students at Primary Level in Bangladesh

Md Mehedi Hasan — 2024-05-21

The study focused on enhancing Standard Bangla Language (SBLA) acquisition of the students at the primary level through school-home partnership (SHP). The study was qualitative in nature. The data were collected from ten respondents, and the respondents were selected purposively. An interview schedule was developed as the data collection tool for the study. The data were analyzed by a thematic approach. The study revealed that School-Home partnership has become an important phenomenon in students’ standard Bangla language achievements. The study found it as an important measure and established a relationship between School and Home with respect to students' SBLA. The study figured out several initiatives for enhancing SBLA through SHP. The study recommended that schools and home have to ensure a natural Standard Bangla Language (SBL) practicing environment, from where the students would acquire it.

Teacher’s World: Journal of Education and Research, 49 (2),125-134

Exploring Science Teachers’ Belief towards Inquiry Based Teaching Learning Activity at Grade –VI

Kazi Esrat Jahan Tonni — 2024-05-21

The National Curriculum of Bangladesh (2012) recommends student-centric IBT (IBT) learning activities in the science classroom. However, teaching science in Bangladesh is hardly follows the instructions of curriculum, and most teachers are found not to place adequate emphasis on involving the students in the inquiry process. A possible reason might be science teachers’ belief. The focus of the research questions is to find out firstly, the beliefs of both urban and rural sixth grade science teachers and secondly, the differences between genders and lastly to explore the challenges of IBT. Thereby, a sequential explanatory mixed method was adopted for this study. The participating teachers were from both rural and urban areas. An interview was taken to support statistical and quantitative data for an in-depth explanation. The result revealed that teachers from both urban and rural areas have positive beliefs towards inquiry, and there is no significant difference between urban-rural and male-female teachers. In the case of urban teachers, the challenges were time and classroom management, but not for rural teachers. This study recommends that stakeholders use the inquiry instruction, reshape the training, and provide the teachers with the necessary opportunities for professional development programs in an effective way.

Teacher’s World: Journal of Education and Research, 49 (2),135-149

Attitudes towards research and publication among the public University teachers: A case study of Bangladesh

Md Ahsan Habib — 2024-05-21

As part of a large research project, the present study reports the attitudes of university academics toward engaging in research and publication. A quantitative research method was employed to collect data from 347 university academics from five public universities in Bangladesh. An attitude survey scale and background questionnaire were administered. The findings revealed that university academics held positive attitudes towards research and publication. Significant variations were found based on gender and overseas qualifications as participants’ background variables. The research findings have promising implications for public universities, particularly in fostering an environment that is conducive to conducting high-quality research and publishing activities.

Teacher’s World: Journal of Education and Research, 49 (2),151-172

Education Status of the Santal Community in Northern Bangladesh

Md Faruk Shah — 2024-05-21

Bangladesh is a land of cultural diversity, with several small ethnic groups living across the country, each with its own tradition and identity. The purpose of this study is to explore the educational status of the Santal community, one of the largest ethnic groups residing mainly in the northern part of Bangladesh. This study adopted a qualitative approach, using a case study as methodology. Data were collected through interviews, group discussions, and document analysis. The findings reveal that the educational status of the Santal community is characterized by poor enrolment, continuity and literacy rate. Despite receiving primary education, their attainment rate declines in the secondary, higher secondary, and university levels. In this regard, various socioeconomic factors contribute to the low educational attainment rate. The Santal children are unable to continue their studies mainly due to poverty. Furthermore, language barriers, future employment uncertainty, child marriage, gender discrimination, industrialization and cultural impediments are primarily responsible for low educational attainment. They are already fighting to make ends meet, so adding the expense of school to their list of concerns is excessive. Despite this, the majority of the young people, especially those who are currently pursuing education, acknowledge the value of education and aspire to improve their situation by reaching a high social position through educational attainment. It illustrates that the current generation is aware of the importance of education and is eager to continue their studies. As a case study, the results of this research demonstrate how ethnic groups have struggled to get education in Bangladesh and what steps should be taken to enhance education status, so adding to the existing literature on education and policy. The findings may also be useful for policymakers concerned in improving the educational status of ethnic groups, notably the Santal community.

Teacher’s World: Journal of Education and Research, 49 (2),173-196