Training Bangladeshi Professors to be Teacher Trainers

Abstract

In 1996 and 1997, as part of the Bangladesh Higher Secondary Education Project, the author and three local colleagues provided consultancy support to assist college professors to become teacher trainers in four newly established teacher training institutes for higher secondary teachers (grades 11 and 12). At an individual level the process sought to introduce the concept of practical training and to develop relevant skills. At an institutional level staff were encouraged to work as a team in delivering training, especially in implementing an Action Research module developed by the consultants, and to recognise that the institutional context provided a vehicle for learning from each other. Surprisingly the professors developed positive attitudes to their role and productivity increased dramatically over the consultancy, although resources were inadequate and working conditions difficult. Strategies to sustain teacher training on the termination of the project are outlined.