Exploring the Landscape of Early Childhood Teacher Training in Bangladesh

Abstract This study investigated stakeholders’ perspectives regarding early childhood teacher training in Bangladesh. Adopting a qualitative research methodology, the study used purposive sampling and invited 12 teachers, six administrators, four early childhood teacher trainees, and four policy professionals from Dhaka, Bangladesh, to be interviewed about their perspectives on ECE teacher training. Applying an ecological systems theoretical framework eight key themes emerged from the data identifying what the stakeholders regarded as important in ECE teacher training. Themes include the schedule of training; the perception of training and trainers; pedagogical approaches to training; content; training resources and materials; implementation of training knowledge and skills; and challenges associated with training. Overall, the quality of the training was viewed as unsatisfactory due to the shortage of skilled trainers to teach the teachers, inadequate physical facilities and instructional materials, low job satisfaction among trainers, and lack of commitment. The implementation of a comprehensive funded government strategy has the potential to address these issues and effectively provide high-quality training for all types of early childhood education, thereby making a significant contribution toward achieving Sustainable Development Goal (SDG) 4.