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Educationists may describe year 2010 as a turning point for education sector in Bangladesh because this year the government came out with a ‘National Education Policy 2010 (NEP2010)’ which is termed as complete policy and, in turn, involved scholars and practitioners in the process policy formation, and NEP2010 has, gradually, been implemented. This policy put emphasis on teacher education for uplifting the quality of the education. In addition, the country has some policy documents, say, Five Year Plan (FYP), Education Reports, Education Strategy 2021, National ICT Policy 2015, and Master plan for ICT in Education (2012-21) which also have the teacher education sections. Hopefully, the increased level of involvement through review will result in additional scholarly analyses of policy issues with particular emphasis on teacher education. Calls for the reform of teacher preparation were very long and have seldom come from as many quarters. This paper focuses on the issues that characterize the educational reform movements as they relate to teacher education and offers a perspective on the challenges before teacher educators and certainly there are implications. A framework is applied in this paper for the case study of Bangladesh for addressing questions: Were these implications fully evaluated in terms of their desirability, affordability, and implementability? Was the impact of the policy properly assessed to determine whether to continue the policy, modify it, or go on to a new policy cycle? To answer these questions, the policy process was analyzed, step by step, examining events within the context of the conceptual framework. The policy and development of teacher education in Bangladesh is designed to equip a teaching profession to meet the needs of the 21st century where blended environment has been the integral part of education system. Various ministerial projects, say, a2i (Access to Information) and TQI (Teaching Quality Improvement), implement CPTD (Continuing Professional Teacher Development), and Teacher Training Institutes (TTIs) and universities provide IPET (Initial Professional Education of Teachers) to cope with the teaching environment in 21st century education.

Review of Policy and Development of Teacher Education in Bangladesh in the Perspective of 21st Century Education