Exploring an Effective Teacher Training Model for the Higher Secondary Level EFL Teachers in Bangladesh: Teacher Perspective

One of the most significant tasks that an educational institution does is to guide its students from the darkness of ignorance to the light of knowledge through learning experiences. Teachers are the main personnel of the institutions who are crucial in bringing about this change (Hamid 2010). Teacher is the most crucial component of any educational program. At every level, the teachers bear primary responsibility for carrying out the instructional process. This indicates that in order to ensure a country's future security, investments in teacher preparation are essential. As far as preparing teachers for the classroom goes, there is no substitute for teacher training (NCTE 2009). Teacher training encompasses all forms of assistance and capacity building that help educators and other staff members educate and assess students according to the curriculum. The real and changing needs of instructors and students serve as the foundation for teacher training programs (Penuel et all. 2007). There should be a clear link between the curriculum, learning rights, needs of students and their families, and teacher training and continued teacher support. Periodic, pertinent, and structured training should be provided to teachers and other education staff based on their individual requirements and circumstances (Chong 2009). Given that teaching is both an art and a science, teachers must learn both information and what are known as "tricks of the trade." For the purpose of learning those "tricks of the trade," teachers require comprehensive and suitable training (Huda 2015). The proposed study aims to explore an appropriate teacher training module for the English teachers at the HSC level in Bangladesh. For conducting the study, the researcher tends to investigate all the relevant areas of “Teacher education”. 

• Supervision