Abstract
Nobodhara School is a new and unique initiative in the education field of Bangladesh. Different teaching learning and assessment strategies are followed in this school to ensure quality education for the learners. Teachers are the key player to ensure quality of education through their facilitation process in the classroom in any educational institution. In this situation, it was important to know the teacher development approaches of Nobodhara School and its implementation in the teaching learning process. The study aimed to know the educational and professional background the teachers and the followed teacher development policy of Nobodhara School. Moreover, practiced teacher development strategies and the implementation of the professional development by the teachers in the classroom were also explored. Mixed methods approach was followed for data collection and analysis from two branches of Nobodhara School in Dhaka city. Data was collected through interview and questionnaire from Training Coordinator, Subject Mentor and Teachers. Different relevant documents and teacher training schedule were also analyzed for collecting required information. Both qualitative and quantitative data were analyzed simultaneously and presented under different emerged themes. In Nobodhara School, orientation training, subject based training and general professional development trainings are provided to the teachers. Teachers found the trainings very helpful for their professional development. On the other hand, for further development and scaling up of such in-house teacher development system, training duration, facilitation methods and feedback mechanism need to be addressed according to the demand of the teachers.
Highlights
Teachers are the vital actors in any education system to ensure desired educational outcome from the students through their support
One of the unique features of BRAC Nobodhara School is „trained and qualified teachers, with on-going teacher-training‟ (IED, 2015). To address this unique feature, Institute of Educational Development (IED) initiated in-house teacher development programme based on the success stories of different short courses, training and research projects since 2004
IED has the scope of hiring experts along with its own professionals for designing and delivering training for Nobodhara School teachers. (Interview, 15.08.2015)
Summary
Teachers are the vital actors in any education system to ensure desired educational outcome from the students through their support. Dewey acknowledged teachers as an expert for organizing experiences for the students to learn content and social, academic and democratic skills. Freire accepted teachers as only one part of the community and described their role as to boost the desire among students to understand and change the world through increasing academic literacy (Singer, Murphy and Hines, 2003). Teacher should have expertise to support each student according to their individual needs. Effective teachers should have the skills to construct and manage classroom activities efficiently, communicate with the students effectively, use instructional technology properly and reflect on their practice and to learn from and improve it continually (Darling-Hammond, 2010)
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