Challenges and Opportunities for Teacher Development in Blended Learning at Higher Secondary Level in Bangladesh

Author(s): Sadia Sultana

Publication Date: December 16, 2024

Abstract

This study was focused on examining the challenges and prospects of the teacher training for blended learning at higher secondary level in Bangladesh context. Quantitative as well as qualitative cross-sectional research design was adopted to gather and analyze data from 40 teachers at Khulna. Specifically, the purpose of this research was to examine the prospects and issues of enhancement of teacher learning in the blended learning environment and to make recommendations concerning the enhancement of the quality of the programs for preparation of teachers. In the study, purposive sampling was employed in selecting teachers to participate in the study and the selection was based on the precondition that the targeted teachers should have previous teaching experience in blended learning. This study employed a quantitative method using a structured questionnaire and qualitative method employing structured interviews. The comprehension of the questionnaires was made with closed ended questions whereas the interviews were undertaken to elicit further details. In this study, descriptive and inferential statistics were used when analyzing the collected data. In a similar spirit, the general scenario of probable difficulties the teachers experience when applying the mode of BL, is as follows: lack of technological competence, insufficient facilities, and limited time for professional development. But teachers also pointed at few related professional development issues, including availability of online sources and opportunity to communicate with other teachers. Accordingly, the study indicates that teacher training programs should highlight facets regarding improve technical skills, on-line resources and faculty cooperation. In sum, the present research advances the knowledge regarding the issues and possibilities of teacher professional growth in the context of blended learning for higher secondary education in Bangladesh. The implications are, thus, for teacher education programs to be informed by the identified needs of teachers in blended learning and for policymakers to increase support for the enhancement of the physical and material conditions of schooling.