The key findings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. Teachers’ induction phase is immensely significant as they make a transition to the teaching profession. This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations.
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