Abstract:
Classroom teaching is immensely significant in ensuring quality education.The main purpose of the study was to see the current scenerio of classroom teaching practices in Bangladesh. It examined primary school teachers‟ works in classrooms and how it impacts on quality primary education in Bangladesh. The study was focused mainly on the basic aspects of teachers‟ pedagogical practices. The aspects have been determined by exploring and examining literature, documents and research studies on effective teaching-learning process and quality education. A framework of quality indicators had been developed for analyzing teachers‟ pedagogical practices. This study had been conducted on different government primary schools of eight districts in Bangladesh. Mainly direct classroom observation and interview methods had been followed in this study. The study explored the variations of pedagogical practices of trained and untrained teachers. It also examined the differences between the teaching practices of male and female teachers.Data had been collected through the means of document analysis, physical observation of classrooms and in-depth interview with the stakeholders. For observation 40 Assistant Teachers and for interview 60 Respondentshad been selected which included Head Teachers, AUEOs, UEOs, PTI and URC instructors, PTI superintendents and DPEOs. This study resulted separately the impact of pedagogical practices of trained and untrained as well as male and female teachers on quality primary education. The findings also revealed that(i) the classroom teaching practice in primary schools of Bangladesh was not satisfactory enough, (ii) there were some acute and crucial differences between the teaching practices of trained and untrained as well as the male and female teachers, (iii) there were differences between the teaching practices of trained and untrained teachers however not enough significant and (iv)the overall performances of male teachers were found a bit better than that of the female. The findings also provided some additional information such as impact of curriculum, training, contact hour, infrastructure, inspection system, teachers‟ overloaded activities and job satisfaction concerning quality primary education and added a great value.
