Re-claiming professional collaboration for teachers in Bangladesh

孟加拉国教师重新寻求专业合作

• 批准号: ES/W005808/1
• 负责人: Md Shajedur Rahman
• 金额: $ 12.22万
• 依托单位: The Open University
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FW005808%2F1
• 关键词: Re; claiming; professional; collaboration; teachers

In Bangladesh, as in many other Low Middle-Income countries, teachers have had little access to quality professional education for their role (Wolfenden, Buckler, Santos, & Mittelmeier, 2018). Although the proportion of primary teachers who met minimum professional qualifications (at least having a Certificate-in-Education diploma) is high (over 94%), this training is often minimally used in the classroom and hence does not contribute to making a difference to students' learning outcome (DPE, 2017). Teacher collaboration is considered as a sustainable and cost-effective approach to the need for improving the quality of classroom teaching (Avalos, 2011; Westbrook et al, 2013). My PhD revealed there is a social and organisational culture that is potentially conducive for collaborative learning for Bangladeshi primary teachers. However, due to a lack of appropriate guidelines, teachers seem to be benefiting little from this advantageous socio-cultural context. In this fellowship programme, I propose to develop such a framework (for primary school teachers). The framework will help to create teacher-led learning teams which are urged to maximize the outcome of investment in teacher training within possible budget restrictions in the post-pandemic situation (Save our Future, 2021; GPE 2020).While my PhD indicates a need for a professional collaboration framework in Bangladeshi primary schools, it also suggests that prescribed guidelines from an external agency (e.g. researcher or government) often do not work. I argue that the teachers' voice in this regard is rarely heard, yet this is important to integrate into developing any framework or guideline. Hence, I propose co-construction of a framework for collaboration in schools by the teacher, researcher and policymaker. The framework will include comprehensive guidelines for teachers' collaboration in primary schools (e.g. when, where, on what and how the teacher can productively collaborate.)I aim to conduct three workshops with teachers, headteachers and education officials in partnership with Rajhshai University and the National Academy for Primary Education (NAPE). The workshops will aim to understand how existing social relationships can be utilised effectively for professional collaboration. The co-construction of the framework will also involve key stakeholders in primary education in Bangladesh, including the central and local authority for primary education in Bangladesh and global and national education development partners. I will organise an online seminar for them which will aim at refining the draft framework (co-constructed by the teachers, headteachers and researchers in the workshops mentioned earlier) and identifying the strategies for rolling out it across the nation. My target is to contribute to the sector-wide programme the fourth 'Primary Education Development Programme (PEDP-IV)' as this programme will be revised next year. I will engage a wider group of teachers and teacher educators in my research through social media. I maintain a Facebook page that has around 900 teachers, teacher educators and administrators and this will help me to inform them of my research. I also plan to develop an interactive blog site in Bangla to further enable teachers to influence my research during the fellowship. To influence the wider education community in the region I plan to present my research at the 8th Asian Conference on Education and International Development (ACIED 2022). I also aim to publish three journal articles from my PhD thesis under this fellowship programme which I believe will contribute to global knowledge in the area of teacher learning.

在孟加拉国，与许多其他中低收入国家一样，教师很少有机会获得高质量的专业教育（Wolfenden，Buckler，桑托斯和Mittelmeier，2018）。虽然达到最低专业资格（至少拥有教育证书文凭）的小学教师比例很高（超过94%），但这种培训通常在课堂上很少使用，因此无助于改变学生的学习成果（DPE，2017）。教师合作被认为是一种可持续的和具有成本效益的方法，需要提高课堂教学质量（阿瓦洛斯，2011年;韦斯特布鲁克等人，2013年）。我的博士学位揭示了一种社会和组织文化，可能有利于孟加拉国小学教师的协作学习。然而，由于缺乏适当的指导方针，教师似乎没有从这一有利的社会文化环境中受益。在这个研究金方案中，我建议为小学教师制定这样一个框架。该框架将有助于建立教师领导的学习团队，敦促这些团队在疫情后的情况下，在可能的预算限制范围内，最大限度地提高教师培训投资的成果拯救我们的未来，2021年虽然我的博士学位表明孟加拉国小学需要一个专业的合作框架，它还表明，外部机构（如研究人员或政府）规定的准则往往不起作用。我认为，教师在这方面的声音很少被听到，但这是重要的，以纳入制定任何框架或指导方针。因此，我建议由教师、研究者和政策制定者共同构建一个学校合作的框架。该框架将包括小学教师合作的全面指导方针（例如，教师何时、何地、就什么以及如何进行有效合作）。我的目标是与Rajhshai大学和国家初等教育学院合作，与教师、校长和教育官员举办三次讲习班。研讨会旨在了解如何有效地利用现有的社会关系进行专业合作。该框架的共同建设还将涉及孟加拉国初等教育的主要利益攸关方，包括孟加拉国中央和地方初等教育当局以及全球和国家教育发展伙伴。我将为他们组织一个在线研讨会，旨在完善框架草案（由教师，校长和研究人员在前面提到的研讨会上共同构建），并确定在全国范围内推广的战略。我的目标是为教育界的第四个“小学教育发展计划”作出贡献，因为这个计划将于明年修订。我将通过社交媒体让更广泛的教师和教师教育工作者参与我的研究。我有一个Facebook页面，有大约900名教师，教师教育工作者和管理人员，这将有助于我向他们通报我的研究。我还计划开发一个孟加拉语的互动博客网站，以进一步使教师能够在奖学金期间影响我的研究。为了影响该地区更广泛的教育界，我计划在第八届亚洲教育与国际发展会议（ACIED 2022）上介绍我的研究。我还打算在这个奖学金计划下发表我的博士论文中的三篇期刊文章，我相信这将有助于教师学习领域的全球知识。