Abstract:
The goal of a quality education is to prepare students for life, not just tests. Teacher training
programs can generate competent educators who can support high-quality education by
creating high-quality learners through high-quality instructional strategies, materials,
learning environments, and intended outcomes that are tailored to the needs of the moment.
This study was conducted to evaluate the effectiveness of the one-year duration teachers’
training program which is known as Bachelor of Education program offered by the
Government Teachers’ Training Colleges to provide quality teaching at secondary schools
in Bangladesh. A convergent (concurrent) mixed-method research design guided the
investigation. Five secondary school head teachers, five principals, and five training
coordinators from the nominated Teachers' Training Colleges comprised the sample, along
with 156 secondary school teachers who completed the one-year training program.
Convenience and judgmental sampling methods were used in tandem to choose the
samples, taking into account the need for and availability of pertinent data. It involved
locating and choosing people who were available to provide information and who had a
special level of knowledge about the phenomenon of interest. To find out how teachers felt
about the efficacy of the teacher training program, a 41-item structured questionnaire was
utilized. The instrument's validity was assessed using the Pearson Correlation.
Furthermore, the instrument's reliability was assessed through the application of Cronbach
Alpha (α). FGD sessions with the teachers were held in conjunction with unstructured
classroom observation as a means of gathering qualitative data. In-person interviews were
conducted with principals, head teachers, and training coordinators. For the quantitative
data, descriptive analysis was used, and for the qualitative data, thematic analysis was
employed. The results demonstrate that the current one-year teacher training program
provided by government institutions is meeting quality standards and assisting secondary
teachers in their classroom instruction. To improve the effectiveness of the training
program, a few areas must be prioritized, including the relationship between theory and
practical courses, need-based training, technology integration, opportunities for ongoing
mentorship and support, updated curricula, introduction of contemporary instructional
strategies, and infrastructure development.
