Evaluating the impact of teacher education on pedagogical practice in bangladeshi classrooms

Farjana Akhter (Program Educational Department, School of Education, North South University , Dhaka 1229, Bangladesh)
Risana Alam (Program Educational Department, School of Education, North South University , Dhaka 1229, Bangladesh.)

HAMKA INSIGHT
Vol. 5 No. 2 (2025)

Purpose: This study evaluates the impact of teacher education programs on pedagogical practices and contemporary skill delivery across Bangladeshi primary and secondary classrooms undergoing national curriculum reform. Method: Employing a convergent parallel mixed-methods design, data were gathered from educators, school leaders, and education officials across urban, peri-urban, and rural regions. Data collection utilized standardized self-assessment surveys, dialogic classroom observation rubrics, and semi-structured interviews. Quantitative metrics were evaluated using multilevel structural equation modeling, complemented by qualitative thematic analysis.   Findings: Professional development generated statistically significant gains in teacher self-efficacy and technology integration beliefs. However, observational rubrics revealed that teacher-led recitation persisted due to large class sizes and examination constraints. Multilevel modeling demonstrated that school-level organizational climate and teacher agency heavily dictate pedagogical transfer into daily routines. Practical implications: Educational policymakers must shift from isolated workshops toward sustained school-based learning communities, while aligning national assessment frameworks with competency-based pedagogy. Originality/value: This study offers novel empirical evidence explaining the evidence-practice gap in South Asia by applying a sociocultural agency lens to teacher development within low- and middle-income contexts.