Self-initiated Technology-mediated Professional Development Activities: A small-scale qualitative study with eight English teachers in Bangladesh

Abstract

The role of technology in teacher's professional development has been frequently reiterated in various globally utilized frameworks of continuing professional development (CPD). Research shows that technology provides numerous benefits when professional development activities are teacher-initiated. However, research on Bangladeshi teachers' self-initiated tech-based professional development seems limited. This small-scale study investigated the initiatives undertaken by the higher education English teachers in Bangladesh and how engaging in such activities contributed to their professional development. Following a qualitative design, the study used semi-structured interview with eight English teachers working in different public and private universities in Bangladesh. A thematic analysis of the data revealed that teachers undertook initiatives including connecting with teaching associations, navigating online resources, attending MOOCs, and blogging which resulted in increased confidence, augmented digital skills, and an awareness of the pedagogical use of technology. The study drew several implications for teacher-initiated technology-mediated professional development.