World Teachers’ Day 2025: Teaching Together for a Better Future

Honouring Educators on World Teachers’ Day

Every year on October 5, the world unites to celebrate World Teachers’ Day, a moment of reflection, appreciation, and advocacy for educators. Bangladesh, as part of the global education community, stands in solidarity to acknowledge the enduring impact of teachers on shaping young minds and society at large.

In 2025, the theme — “Recasting Teaching as a Collaborative Profession” — resonates profoundly. It invites a necessary rethinking of how we view and support the teaching vocation, urging us to move from solitary instruction towards shared learning and mutual growth.

Why This Theme Matters for Bangladesh

For a country like Bangladesh, where education is both a promise and a challenge, the emphasis on collaboration is not just relevant — it’s essential. As we strive to meet the Sustainable Development Goals (SDGs) and address long-standing gaps in education quality and equity, the idea of teachers working together, rather than in isolation, becomes a catalyst for transformation.

Beyond the Image of the Lone Educator

The Isolation Challenge

For decades, the teacher has been viewed as a solitary figure — managing crowded classrooms, outdated curricula, and administrative overload, often without sufficient support. This perception, though rooted in admiration, masks a deeper issue: teaching has become an overwhelmingly lonely pursuit.

In secondary schools, class sizes frequently exceed 60 students. In primary schools, teachers are tasked with instruction as well as extensive administrative duties. Yet, opportunities for teamwork, mentorship, and co-planning are rare.

The Cost of Going Solo

The impact of this isolation is tangible. Educators miss out on peer learning, professional dialogue, and the emotional reinforcement needed to stay motivated. New teachers, in particular, suffer from a lack of guidance — a gap that mentorship and community could easily fill.

To overcome this, we must reimagine schools as hubs of shared practice, not spaces of solitary struggle. Professional learning should not be confined to short training sessions but built into everyday practice through collaborative teaching models.

Towards a Culture of Professional Growth

Collaborative Learning in Action

While traditional training sessions are often disconnected from classroom realities, school-based collaboration shows much greater promise. Teachers who plan lessons together, observe peers, and share feedback evolve into lifelong learners.

Pilot initiatives in Bangladesh provide hope. In government schools, cluster meetings offer platforms for dialogue and innovation. Non-governmental organisations have introduced peer-learning circles that empower teachers to rethink how literacy and numeracy are taught.

These models show that when collaboration is embedded in routine practice, teachers become co-creators of educational progress, not just passive recipients of policy.

Supporting Teachers’ Well-being Through Community

Emotional Strength in Numbers

Teaching is more than a cognitive exercise — it is emotionally demanding. Large class sizes, minimal recognition, and pressure from communities often push teachers to the brink of burnout.

Here, collaboration becomes a lifeline. Teachers who co-design lessons or consult peers for problem-solving feel less isolated and more supported. Emotional resilience grows when burdens are shared and voices are heard.

Empowering the Profession

Collaboration also strengthens professional identity. Teacher associations have long fought for improved conditions, but school-level teamwork boosts agency from the inside out. A culture of collaboration nurtures well-being, motivation, and a sense of belonging — vital for teacher retention and student success alike.

Reshaping Schools into Collaborative Ecosystems

From Individuals to Communities of Practice

To fully embrace collaboration, schools must evolve — from viewing teachers as solo performers to nurturing them as interconnected professionals. Practices like joint planning, peer observation, and team teaching need to become part of the everyday fabric of school life.

School leadership is key. Principals and headteachers must model openness, trust their teachers’ expertise, and actively encourage collaborative routines. Some Bangladeshi schools already offer weekly co-planning meetings or collective strategy sessions — small but powerful steps toward systemic change.

Policy as a Catalyst for Collaboration

Removing Structural Barriers

Current school schedules in Bangladesh are often packed with administrative work and test preparation, leaving no time for meaningful collaboration. Without systemic reform, the call for teamwork risks becoming an empty slogan.

To change this, the Ministry of Education and the Ministry of Primary and Mass Education must take concrete steps:

• Allocate time for joint planning in teachers’ timetables
• Incentivise collaborative innovation
• Embed peer learning into evaluation systems

Pre-service training must also adapt. Teacher education programmes should introduce group projects, peer critiques, and co-teaching simulations to prepare new educators for a collaborative workplace.

No Teacher Left Behind

In regions like haors, chars, and urban slums, children face barriers far beyond the reach of any one teacher. But collaboration can bridge the gap. Educators can share strategies for teaching multi-grade classes or for integrating technology in resource-scarce settings.

This spirit of shared problem-solving ensures that no teacher — or student — is left behind.

A Shared Future for Teaching in Bangladesh

As Bangladesh marks World Teachers’ Day, the call to recast teaching as a collaborative profession offers a powerful vision for the future. It’s a call to move away from isolation, towards unity, mutual support, and shared success.

With its young population, economic aspirations, and global commitments to equitable education, Bangladesh cannot afford to overlook the power of its teaching workforce. But teachers cannot carry this burden alone.

A Culture Shift, A National Priority

Collaboration must be woven into policy, school culture, teacher training, and societal attitudes. When teaching becomes a shared journey, it not only elevates education but reaffirms the profession as one of purpose, prestige, and promise.

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Sorit Chaudhary

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