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1 Open Research Online The Open University s repository of research publications and other research outputs Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS- India Conference Item How to cite: Burton, Sonia and Moore, Rhiannon (2014). Evaluating large-scale teacher professional development programmes: English in Action (Bangladesh) & TESS-India. In: 9th International & 45th Annual ELT@I Conference: English - From Classes to Masses, August 2014, Jaipur, India. For guidance on citations see FAQs. c [not recorded] Version: Accepted Manuscript Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online s data policy on reuse of materials please consult the policies page. oro.open.ac.uk
2 Evaluating large-scale teacher professional development programmes English in Action (Bangladesh) & TESS-India Sonia Burton & Rhiannon Moore THE OPEN UNIVERSITY UK
3 Presented at the 9 th International & 45 th Annual ELT@I conference on English From Classes to Masses 21 st -23 rd August 2014 Jaipur, India
4 Supporting English language teaching & learning in schools Supporting teacher education through OERs & school-based support 2008 => => 2016 (Phase 1) Implementer: With GoI/ MHRD ,500 teachers 8.6 million students ,000 teachers & teacher educators
5 Both programmes Teacher development improve the quality of teaching in schools Government schools; large-scale - masses Technology-enabled learning & teaching EIA English TESS-India 8 subjects (inc. English)
6 Do the programmes work? What is the context in which the programmes operate? Teacher classroom practice Teacher classroom practice EIA TESS- India Perceptions EL competence Attitudes Teacher educator & HT practice
7 EVALUATION: 1) Impact i.e. change. gauge project progress against targets 2) snapshot assessments i.e. understand current situation. patterns Quantitative & qualitative studies: extent & nature Quant large-scale (masses); qual small-scale
8 Practice Impact; before/after; quantitative TEACHERS (EIA & TESS-India) Structured lesson observations what TEACHER does + language of instruction (EIA 2009, 2011a, 2012a, 2014a; TESS-India 2014) HTs/TEACHER EDUCATORS (TESS-India) Structured interviews HTs: practice in school; TEs: practice in training institute (TESS-India 2014)
9 Example. Teacher practice language of instruction Teachers spent very little time speaking in English (EIA 2009) Teacher talk time in English: Secondary classes 87% Primary classes 76% (EIA 2014a)
10 Perceptions Snapshot assessment; quantitative Attitude questionnaires selfreporting; survey interview EIA: TEACHER & STUDENT attitudes to English & teaching practices. (EIA 2011b, EIA 2014b) TESS-India: TE, HT & TEACHER attitudes to student-centred pedagogy & use of OERs. (TESS-India 2014)
11 Example Attitudes towards student-centred pedagogy 95% of teachers felt a silent & disciplined classroom is required for effective learning 94% of HTs felt dictation of information is the most effective teaching strategy 79% of TEs felt covering the syllabus is the most important part of a teachers role (TESS-India 2014)
12 English language competence Impact; before/after Quantitative Conversational assessment Example Improvements shown Primary students: 35% passed an EL ability test before; 70% passed after ( 35%) (EIA 2012b, 2014c)
13 Summary Assess teacher development from different angles => comprehensive picture Teacher classroom practice Teacher classroom practice EIA TESS- India Perceptions EL competence Attitudes Teacher educator & HT practice
14 Building research capacity in Bangladesh Institute of Education & Research MPhil students, University of Dhaka
15 ilding research capacity India DIET students (trainee teachers),
16 References EIA (2009) An observation study of English lessons in primary and secondary schools in Bangladesh (Baseline Study 3). Dhaka: EIA. EIA (2011a) The classroom practices of primary and secondary school teachers participating in English in Action: Study 2a. Dhaka: EIA. EIA (2011b) Perceptions of English language learning and teachers among primary and secondary school teachers and students participating in English in Action: Study 2b3b. Dhaka: EIA. EIA (2012a) The classroom practices of primary and secondary school teachers participating in English in Action: Study 2a2. Dhaka: EIA. EIA (2012) English proficiency assessments of primary and secondary school teachers and students participating in English in Action: Study 3a. Dhaka: EIA. EIA (2014a, forthcoming) Classroom practices of primary and secondary teachers participating in English in Action: Second cohort (2013). Dhaka: EIA. EIA (2014b, forthcoming) Perceptions of English language learning and teachers among primary and secondary teachers and students participating in English in Action: Second cohort (2013). Dhaka: EIA. EIA (2014c, forthcoming) English proficiency assessments of primary and Secondary teachers and students participating in English in Action: Second cohort (2013). Dhaka: EIA. TESS-India (2014) Baseline Report: Uttar Pradesh, Madhya Pradesh and Bihar. September- November Delhi: TESS-India.
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