Revisiting the High Profile English in Action Teacher Professional Development Program in Bangladesh: Promises, Prospects, and Eventualities

Abstract

The function of donor-sponsored teacher training programs is a commonly observed phenomenon in many English as a Second Language (ESL) and English as a Foreign Language (EFL) countries. Since the mid-1990s, Bangladesh has been in the process of continuing donor-aided teacher training programs for English teachers (Rahman et al., 2019). English in Action (EIA) was the latest attempt to train teachers so that they could conduct interactive English classes. Yet, the outcome of EIA is also depressing, as reported by so many studies (Anwaruddin, 2017; Hamid, 2010; Hamid & Erling, 2016; Rahman, 2015). The current study intends to launch a unique investigation into the support and arrangement of the EIA training program to develop English teachers professionally. Additionally, the present study highlights the inconsistencies prevailing in the EIA training program. The study harnesses integrated approaches to teacher development (TD) by Hargreaves and Fullan (1992), professional development model by Zein (2017), organized hypocrisy (OH) theory by Lipson and Weaver (2008), and stakeholder theory by Chu et al. (2013). A semi-structured interview with eight teachers was carried out. The findings revealed that EIA engaged teachers in diverse activities. Moreover, it has created a new identity for the teachers "as facilitators". Additionally, the study divulges various inconsistencies associated with this £50 million training program. The present study could act as an eye-opener for national policymakers such as the Ministry of Education in Bangladesh.