B. Ed Professional Training: A case study of Secondary School Teachers in Bangladesh

Abstract

One year professional B.Ed training is mandatory to build teaching foundation of the secondary school teachers in Bangladesh. This paper explored the actual scenario of B.Ed professional training. The objectives of the study is to find out the reasons of regular B.Ed training for little number of Govt. secondary school teachers and to suggest effective strategy for ensuring quality B.Ed degrees for large number of non-govt secondary teachers. Findings of this study was revealed through qualitative analysis. I conducted document reviews, Key Informant Interviews (KII), Focus Group Discussion (FGD) and questionnaire survey. A total 35 respondents took part in this study. Among them 11 participants were female and 24 participants were male. In addition, B.Ed training scenario in 2023 from 14 Govt. Teacher Training Colleges (TTCs) and literature reviews.It is found that all govt. secondary school teachers (6%) are bound to complete residential and regular B.Ed training from Govt. Teachers’ Training Colleges by the office order of Directorate of Secondary and Higher Education under 1 year deputation. On the contrary, non-govt. secondary school teachers (94%) are achieving B.Ed certificates from govt. TTCs, private TTCs, private Universities and Bangladesh Open Universities (BOU) according to their personal choice and timing due to regulatory gap and administrative mismanagement. Secondary teachers are attending class on Friday at BOU, private TTCs, private universities and continuing teaching in the schools on the working days and getting higher scale of salary for obtaining B.Ed degrees with low skills. For this reason teaching capacity of the non-govt. secondary schools are affected negatively due to irregular B.Ed training.