Abstract:
Teacher training is an important aspect in the arena of English Language Teaching.
Teachers need to be trained to increase their knowledge in their professional fields
and enhance their teaching capabilities. Training is, even, more important when
curriculum, teaching approach or methods or course books are changed or modified
as teachers need to cope up with the changes and to apply new approach effectively
in the classroom. Teacher training programmes have always aimed at the
improvement of the quality of teaching and learning and developing the ability in
teachers to teach effectively. With a view to enhancing the quality of English language teaching and learning, Communicative Language Teaching (CLT) approach was introduced in Bangladesh and accordingly English teachers have been trained to
equip them with the new approach. But question arises about the implementation of
the training in the classroom. This study aims at finding out the rate of implementation as well as spotting different kinds of problems that may hinder the implementation of training in the classroom with a view to suggesting some possible ways to overcome them.
Description:
This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh
