Subject Based Teacher Training Program at Higher Secondary Level in Bangladesh

Abstract

Higher Secondary Teachers Training Institutes (HSTTIs) have been offering Subject Based Teachers Training Program (SBTTP) for the non-government college teachers in Bangladesh since its establishment in 1995. To identify the strength and weaknesses of the program no in-depth study yet been conducted. The training is the combination of subject knowledge and pedagogy. The research is an attempt to find out the strength and weaknesses as well as to enrich the SBTTP of HSTTIs to ensure the quality of education at the higher secondary level. The study mainly based on the primary source of data and some secondary sources of data. Primary data for the study was collected through different research tools like open-ended questionnaire, policymakers’ responses, face to face interviews, and focus group discussions (FGD). After the training program, classroom performance observed using observation checklist, and policy guideline, implementation challenges, other governance-related information have collected from 10 selected principals of respective colleges. This research was carried out using Shuffleboard's CIPP (Context, Input, Process, and Product) evaluation model. The descriptive statistical analysis such as mean, SD, percentile was used to find out the status of the existing program and find out its strengths, weaknesses as well as ways to improve SBTTP. The Chi-Square test was also used to compare the program between HSTTI Mymensingh and HSTTI Rajshahi. Analytical results and discussion have been presented based on the objectives of the research, and a summary of findings was presented based on the CIPP model. The results indicate that there are some strengths and weaknesses of SBTTP based on the analytical results of data provided by participant teachers, opinion from FGD and interview with the high officials identified. Strength of the training program includes training content, training materials, training methodology, assessment procedure, competency level of trainers, training facilities, duration of training, training environment, etc. It has found that the training program is effective for professional development among non-government college teachers in Bangladesh. Weaknesses of the program include, among other inadequate funds, insufficient resources, lack of proper cooperation among central authorities and HSTTIs. Some of the respondents have shown dissatisfied regarding the content area, application of pedagogical knowledge of the external trainers, inadequate use of ICTs by trainers in training sessions. Some areas of training programs, its facilities, and coordination need to be developed to achieve the ultimate goal of HSTTIs. After classroom observation, it has noticed that due to the inadequate cooperation of colleagues and principals in the college, the trained teacher cannot apply their training knowledge and skills properly in the classroom situation. Demographic results show that professional degrees of trainee participant (college teachers) under the area of HSTTI Mymensingh was higher than the area of HSTTI Rajshahi. There have been significant differences between HSTTI Mymensingh and HSTTI Rajshahi regarding time management of the trainers, application of trainers’ knowledge and skills, training content and materials, and use of audio-visual materials. The result of the research incorporated in the CIPP evaluation model. Context evaluation indicates that SBTTP offered by HSTTIs is obligatory for the non-government college teachers in Bangladesh. Input includes a budget for training, facilities of the training program, trainers, and trainees' characteristics. The process includes training curriculum and content, training method, assessment procedure, training management, and environment, integration of ICTs. The product includes training achievement, after training classroom performance, and a comparative scenario between HSTTI Mymensingh and HSTTI Rajshahi. To develop the training program some areas should be upgraded and modified such as evaluate the trainee’s performance according to cognitive domains (The cognitive domain involves knowledge and the development of intellectual skills), include panel discussion, seminar, increase assignment and simulation activities, introduce follow up training, use of updated training modules, and ensure sufficient ICT facilities.