Evaluating the impact of teacher education on pedagogical practice in bangladeshi classrooms

Farjana Akhter; Risana Alam

doi:10.51574/hamka.v5i2.122

Authors

Farjana Akhter
tiarahmania@gmail.com
Program Educational Department, School of Education, North South University , Dhaka 1229, Bangladesh
Risana Alam Program Educational Department, School of Education, North South University , Dhaka 1229, Bangladesh.

Keywords:

Teacher education, Pedagogical practice, Multilevel structural equation modeling, Curriculum reform, Bangladesh.

Abstract

Purpose: This study evaluates the impact of teacher education programs on pedagogical practices and contemporary skill delivery across Bangladeshi primary and secondary classrooms undergoing national curriculum reform.

Method: Employing a convergent parallel mixed-methods design, data were gathered from educators, school leaders, and education officials across urban, peri-urban, and rural regions. Data collection utilized standardized self-assessment surveys, dialogic classroom observation rubrics, and semi-structured interviews. Quantitative metrics were evaluated using multilevel structural equation modeling, complemented by qualitative thematic analysis.

Findings: Professional development generated statistically significant gains in teacher self-efficacy and technology integration beliefs. However, observational rubrics revealed that teacher-led recitation persisted due to large class sizes and examination constraints. Multilevel modeling demonstrated that school-level organizational climate and teacher agency heavily dictate pedagogical transfer into daily routines.

Practical implications: Educational policymakers must shift from isolated workshops toward sustained school-based learning communities, while aligning national assessment frameworks with competency-based pedagogy.

Originality/value: This study offers novel empirical evidence explaining the evidence-practice gap in South Asia by applying a sociocultural agency lens to teacher development within low- and middle-income contexts.

Downloads

Download data is not yet available.

References

Abakah, E. (2023). Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective. International Journal of Educational Research Open, 4, Article 100242. https://doi.org/10.1016/j.ijedro.2023.100242

Crossref DOI: https://doi.org/10.1016/j.ijedro.2023.100242

Abedi, E. A., Prestridge, S., & Hodge, S. (2023). Teachers’ beliefs about technology integration in Ghana: A qualitative study of teachers’, headteachers’ and education officials’ perceptions. Education and Information Technologies, 29(5), 5857–5877. https://doi.org/10.1007/s10639-023-12049-0

Crossref DOI: https://doi.org/10.1007/s10639-023-12049-0

Akiri, E., & Dori, Y. J. (2021). Professional growth of novice and experienced STEM teachers. Journal of Science Education and Technology, 31(1), 129–142. https://doi.org/10.1007/s10956-021-09936-x

Crossref DOI: https://doi.org/10.1007/s10956-021-09936-x

Arnold, J., & Mundy, B. (2020). Praxis pedagogy in teacher education. Smart Learning Environments, 7(1), Article 8. https://doi.org/10.1186/s40561-020-0116-z

Crossref DOI: https://doi.org/10.1186/s40561-020-0116-z

Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, Article 101302. https://doi.org/10.1016/j.learninstruc.2019.101302

Crossref DOI: https://doi.org/10.1016/j.learninstruc.2019.101302

Calcagni, E., Ahmed, F., Trigo-Clapés, A. L., Kershner, R., & Hennessy, S. (2023). Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teaching and Teacher Education, 126, Article 104067. https://doi.org/10.1016/j.tate.2023.104067

Crossref DOI: https://doi.org/10.1016/j.tate.2023.104067

Duraku, Z. H., Blakaj, V., Likaj, E. S., Boci, L., & Shtylla, H. (2022). Professional training improves early education teachers’ knowledge, skills, motivation, and self-efficacy. Frontiers in Education, 7, Article 980254. https://doi.org/10.3389/feduc.2022.980254

Crossref DOI: https://doi.org/10.3389/feduc.2022.980254

Geletu, G. M., & Mekonnen, D. (2023). Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways. International Journal of Educational Research Open, 4, Article 100223. https://doi.org/10.1016/j.ijedro.2022.100223

Crossref DOI: https://doi.org/10.1016/j.ijedro.2022.100223

Gravett, S., Petersen, N., & Ramsaroop, S. (2019). A university and school working in partnership to develop professional practice knowledge for teaching. Frontiers in Education, 3, Article 118. https://doi.org/10.3389/feduc.2018.00118

Crossref DOI: https://doi.org/10.3389/feduc.2018.00118

Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, Article 103286. https://doi.org/10.1016/j.tate.2021.103286

Crossref DOI: https://doi.org/10.1016/j.tate.2021.103286

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open, 3, Article 100080. https://doi.org/10.1016/j.caeo.2022.100080

Crossref DOI: https://doi.org/10.1016/j.caeo.2022.100080

Hennessy, S., Kershner, R., Calcagni, E., & Ahmed, F. (2021). Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach. Review of Education, 9(3), Article e3326. https://doi.org/10.1002/rev3.3269

Crossref DOI: https://doi.org/10.1002/rev3.3269

Islam, M. S., Hasan, Md. K., Sultana, S., Karim, A., & Rahman, M. M. (2021). English language assessment in Bangladesh today: Principles, practices, and problems. Language Testing in Asia, 11(1), Article 16. https://doi.org/10.1186/s40468-020-00116-z

Crossref DOI: https://doi.org/10.1186/s40468-020-00116-z

Islam, Md. A., Said, S. M., Umarlebbe, J. H., Sobhani, F. A., & Afrin, S. (2022). Conceptualization of head-heart-hands model for developing an effective 21st century teacher. Frontiers in Psychology, 13, Article 968723. https://doi.org/10.3389/fpsyg.2022.968723

Crossref DOI: https://doi.org/10.3389/fpsyg.2022.968723

Lindvall, J., & Ryve, A. (2019). Coherence and the positioning of teachers in professional development programs: A systematic review. Educational Research Review, 27, 140–154. https://doi.org/10.1016/j.edurev.2019.03.005

Crossref DOI: https://doi.org/10.1016/j.edurev.2019.03.005

Liou, Y., Canrinus, E. T., & Daly, A. J. (2018). Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform. Teaching and Teacher Education, 79, 60–72. https://doi.org/10.1016/j.tate.2018.12.004

Crossref DOI: https://doi.org/10.1016/j.tate.2018.12.004

Loyalka, P., Popova, A., Li, G., & Shi, Z. (2019). Does teacher training actually work? Evidence from a large-scale randomized evaluation of a national teacher training program. American Economic Journal: Applied Economics, 11(3), 128–154. https://doi.org/10.1257/app.20170226

Crossref DOI: https://doi.org/10.1257/app.20170226

Martínez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), Article 2024936. https://doi.org/10.1080/2331186x.2021.2024936

Crossref DOI: https://doi.org/10.1080/2331186X.2021.2024936

Nguyen, Y. T. X., Ha, X. V., & Trần, N. H. (2022). Vietnamese primary school teachers’ needs for professional development in response to curriculum reform. Education Research International, 2022, Article 4585376. https://doi.org/10.1155/2022/4585376

Crossref DOI: https://doi.org/10.1155/2022/4585376

Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2021). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006

Crossref DOI: https://doi.org/10.1093/wbro/lkab006

Sakata, N., Bremner, N., & Cameron, L. (2022). A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries. Review of Education, 10(3), Article e3365. https://doi.org/10.1002/rev3.3365

Crossref DOI: https://doi.org/10.1002/rev3.3365

Segal, A. (2023). Rethinking collective reflection in teacher professional development. Journal of Teacher Education, 75(2), 155–167. https://doi.org/10.1177/00224871231188702

Crossref DOI: https://doi.org/10.1177/00224871231188702

Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63. https://doi.org/10.1080/09243453.2020.1772841

Crossref DOI: https://doi.org/10.1080/09243453.2020.1772841

Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Herwegen, J. V., & Anders, J. (2023). Effective teacher professional development: New theory and a meta-analytic test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480

Crossref DOI: https://doi.org/10.3102/00346543231217480

Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411–1422. https://doi.org/10.1007/s11858-020-01158-6

Crossref DOI: https://doi.org/10.1007/s11858-020-01158-6

Vermunt, J. D., Vrikki, M., Halem, N. van, Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61–73. https://doi.org/10.1016/j.tate.2019.02.009

Crossref DOI: https://doi.org/10.1016/j.tate.2019.02.009

Vries, J. de, Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74, Article 101184. https://doi.org/10.1016/j.stueduc.2022.101184

Crossref DOI: https://doi.org/10.1016/j.stueduc.2022.101184

Wei, B., & Chen, N. (2019). Agency at work: Two beginning science teachers’ stories in a context of curriculum reform in China. International Journal of Science Education, 41(10), 1287–1302. https://doi.org/10.1080/09500693.2019.1600205

Crossref DOI: https://doi.org/10.1080/09500693.2019.1600205

Wolff, C., Jarodzka, H., & Boshuizen, H. P. A. (2020). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131–148. https://doi.org/10.1007/s10648-020-09542-0

Crossref DOI: https://doi.org/10.1007/s10648-020-09542-0

Zhou, X., Shu, L., Xu, Z., & Padrón, Y. N. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10(1), Article 22. https://doi.org/10.1186/s40594-023-00422-x

Crossref DOI: https://doi.org/10.1186/s40594-023-00422-x