Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.
EFL, Bangladesh, English in Action, Classroom Challenges, Qualitative Method
Special thanks to Dato' Professor Dr. Abdul Rashid Mohamed, who played a supervisory role to conduct this study.
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Recommended APA Citation
Karim, A., Ahmed, Z., Shahed, F. H., Rahman, M. M., & Mohamed, A. R. (2019). Challenges Affecting the Implementation of £50 Million In-Service Training Program for English Teachers in Bangladesh. The Qualitative Report, 24(10), 2457-2485. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss10/5