Understanding by Design: EFL Teachers’ Perceptions

| February 1, 2013
Title
Understanding by Design: EFL Teachers’ Perceptions

Keywords: teacher education, understanding by design, EFL, curriculum development,
Bangladesh

Authors
Sardar M. Anwaruddin
PhD Student Ontario Institute for Studies in Education (OISE)
University of Toronto, Canada
&
Lecturer in English (on leave)
North South University
Dhaka, Bangladesh

Bio Data
Sardar M. Anwaruddin is a Lecturer in English at North South University in Bangladesh. Currently, he is working towards his PhD in Curriculum Studies and Teacher Development (CSTD) at the Ontario Institute for Studies in Education (OISE) of the University of Toronto in Canada. His articles have appeared inJournal of English as an International Language, Southeast Asian Journal of English Language Studies, and BRAC University Journal.

Abstract
This paper reports on three professional development workshops conducted in Dhaka, Bangladesh. The workshops were intended for teachers of English as a Foreign Language (EFL). The primary aims of the workshops were (1) to familiarize the participants with Understanding by Design (UbD) asa curriculum development framework, (2) to analyze their perceptions of UbD, and (3) to understand whether UbD could be used to develop effective EFL curricula in Bangladesh. Additional data were collected from a teacher who, after attending the workshops,used UbD to teach an instructional unit on multi-paragraph essay writing. Three primary methods of data collection were naturalistic observation, open-ended questionnaires, and unstructured interviews. A qualitative analysis of the data indicated that the participating teachersexpressed positive perceptions of UbD and that UbDcould be utilized to design effective EFL curriculato bring about expected EFL outcomes in Bangladesh.

[private] See page: 4-27

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Category: Teaching Articles, Volume 66