CHAPTER ONE
INTRODUCTION
This study entitled Strategies Used by College Level English Teachers for their Professional Development is an attempt or endeavor to find out the strategies used by college level English teachers and the challenges faced by them to use those strategies for professional development. This chapter consists of general background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of key terms.
1.1	Background of the Study
Teaching is the profession of those who impart knowledge, skills, and instructions to the learners in an elementary or a secondary school or in a tertiary. According to white (1998), “teaching can be seen as mediating between languages and the learners within the formal context of the classroom.” Teachers teach in a formal setting in order to bring positive changes in learner’s behavior in language teaching. In the present world, it has been the demanding task i.e. English, the most prestigious and used language all around the world, cannot be exceptional. Brown (2001, p. 7) has said language teaching is “ showing or helping someone to learn how to do something, giving instructions, giving in the study of something providing with knowledge causing to know or understand.’’ Therefore, language teaching helps learners to understand and use the particular language from the instruction, guidelines, and knowledge of that language provided by the language teachers.
 English language teaching is a task of delivering knowledge and skills to the learners in order to be competent and proficient in that language in a formal classroom setting. In the present context, English language is being used as a lingua franca, taught and learnt it as a second/foreign language in most of the countries of the world. Teaching English as a foreign or second language to various learners having varieties of linguistics background is really one of the most challenging task. Thus, teachers need to use different techniques or strategies that help in their teaching career as well as for their professional development.
Teacher development is a process of making someone dynamic and qualified to handle all sorts of ups and down that arouse in the process of teaching learning activities. It includes the teacher’s personal development and growth uplifting the current position toward the professionalism. Underhill (1986 as cited in Head and Taylor 1997, p. 1) defines teacher’s development as “The process of becoming the best kind of teacher that a teacher can personally be.” It means to say that teachers learn a lot from own experience of teaching and being acquainted with new ideas and development through personal reading, formal training, conferences, course book, joint work, peer observation, supervisions and so on. Similarly, Head and Taylor (1997) also assert that teacher development is a reflective way of approaching whatever it is that we are doing as teachers, and at whatever level experience we are doing it. This statement also highlights the fact that teacher development should start when the teachers are at the beginning stage and continue until the end of their career.
Teacher professional development (TPD) is a long term process through which a teacher tries to be an effective and successful figure in his/her teaching profession. It is an innovative concept in the field of language teaching in Nepal, which is more than having sound knowledge and skills in the subject matter in the respected profession. It is the process of becoming the best kind of teacher. In this regard, Burns (1999) says, “Professional development or growth means enabling teachers to generate their own ideas about classroom practices.” Similarly, Richard and Farrell (2005) also assert that, “Teacher professional development is next step when once teacher’s period of formal training is over.” Any professional activities engaged in by teachers which 
enhance their knowledge and skills and enable them to consider their attitudes and approaches to education. 
Teacher professional development is about the teacher learning, learning how to learn, and transforming their knowledge into practice for the benefit of their student’s growth. In this regard, Reimers- villegas (2003) says:
In a broad sense, professional development refers to the development of a person in his or her professional role. More specifically, it is the professional growth a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically. It includes formal experience such as attending workshops and professional meetings, mentoring, and informal experience such as reading professional publications watching television documentaries related to an academic discipline (p. 11).
There are different activities or strategies for teacher learning or teacher professional development. Strategies help the teacher to achieve desired outcomes in a comprehensive way. So teachers have to update their knowledge and skills through different activities such as workshop, self-monitoring, teacher support groups, keeping a teaching journal, peer observation, teaching portfolios, analyzing critical incident, case studying, peer coaching, team teaching, conferences, seminar, action research which assist them to make their classroom activities effective, systematic, comprehensive and qualified during their teaching profession.

1.2	Statement of the Problem
Teacher professional development is one of the key concepts for every teacher’s good professional life. Richard and Farrell (2005) define teacher professional development as a next step when once teacher’s period of formal training is over. In other words, it is a lifelong learning process through which a teacher gets expertise in his/her teaching career. Teacher professional development includes various types of activities such as workshop, portfolio, collaboration, action research etc. that broadens teacher’s pedagogical knowledge and skills that in turn brings effective teaching in the classroom. It provides teachers with ample opportunities both inside and outside the classroom to have experiences about how better he/she can be in the classroom teaching. It is a compliment to the effective and successful teaching. Without professional development, a teacher is incomplete in himself/herself by which he/she may lack adequate knowledge, skills, teaching and learning methods and techniques for teaching in an effective way.
Strategies are said to be the techniques in order to achieve desired outcomes in a comprehensive way. They help people to be successful by ending up the task in an efficient way and college teachers cannot be exceptional for this case. They need a number of strategies to be professionally developed. There are various strategies like; study groups, self-monitoring, keeping a teaching journal, critical incident analysis, teaching portfolio, action research, workshop, peer observation, case, analysis, peer coaching etc. However, some teachers understand the paramount importance of professional development but they might not be familiar with the strategies which could really help to foster their professional career. In addition, some teachers might be aware of the strategies but they do not want to follow them thinking that teacher’s job is only for teaching, ignoring the part of their own professional development. In Nepalese context, these kinds of initiatives may not be accessible to every teacher which in turn teachers become unaware of them. Moreover, most of the teachers seem to be interested in professional development activities and take part in but they ignore previously learnt information from those activities while teaching in real classroom.  
1.3	Objectives of the Study
The study had the following objectives:
a)	To identify the strategies used by college level ELT teachers for their professional development.
b)	 To explore the challenges faced by college teachers while applying those strategies.
c)	To list out some pedagogical implications. 
1.4	Research Question
This study had following research questions:
a)	What are the strategies that college level English teachers use for their professional development?
b)	What are the major challenges that teachers face while using those strategies? 
1.5	Significance of the Study 
The present study will be useful for those teachers who are working in the field of English language teaching for future. It tries to indicate the learning strategies practiced by college level ELT teachers for their professional development. Moreover, it would also be very useful for the researchers who want to carry out the research in the area of teacher professional development. This study is specially focused on learning strategies for teacher professional development. Similarly, it would also be significant for the teachers willing to use different techniques to develop themselves professionally. Furthermore, it would be more effective for teachers, supervisors, subject experts, and other who want to carry out further research in the field of teacher professional development. This study would be equally beneficial for the teacher trainers, teacher training institution, policy makers and planners. All the persons who are directly or indirectly involved in the teaching profession would be benefited from this study.
1.6	Delimitations of the Study
This study had following delimitations: 
a)	The study was limited to the 40 college level English language teachers of Tanahun district.
b)	The study was limited to the strategies for professional development.
c)	The data was collected through open-ended and close-ended questionnaires.
1.7	Operational Definitions of the Key Terms
Challenges: Not acquainted with different strategies and not using properly.
College level teachers: College level teachers are those teachers who are teaching at +2 and tertiary level.
Professional development: Being able to enhance the performance of students through their continuous learning.
Strategies: In this study, strategies mean any types of activity used to develop professional development such as writing journal, teaching portfolio, attaining training, course book, peer observation, action research, workshops, collaborative learning etc.

CHAPTER TWO
REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
 This chapter consists of the detail description of reviewed works. It includes both theoretical and empirical literature and their implication for the study. Similarly, conceptual framework is also included in this chapter. 
2.1	Review of Theoretical Literature 
Generally, the researcher reviews related literature for the theoretical basis of his/her study. It provides the researcher with a string knowledge base to find out the area of problem and the need of investigation on it. In order to provide a strong theoretical base to my study, various topics have been dealt with throughout this study.
2.1.1	English Language Teaching and Teacher Education
The English language teaching tradition has been subject to tremendous change, throughout the twentieth century. Nowadays, English is being one of the most influential languages which has received the recognition of global use and become international language. English language teaching in the present has shifted the focus point. It should be taught and learnt as the window for the world’s knowledge. In this regard, Stern (1991, p. 21) states, “the activities which are intended to bring about language learning.” This definition illustrates that language teaching always implies concepts of language learning. In this sense, a language teaching theory meets the conditions and needs of learners in the best possible ways. Similarly, Brown (2001, p. 7) asserts that language teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. Language teaching helps the teacher to be familiar with the recent technologies and to solve some of the perplexing questions about how people learn foreign language successfully.
In the present situation, English language teachers’ demand has been increased drastically. Learning and teaching of English has become important for country to have access to the information and knowledge which provides basis for social and economic development. Teacher education is the process that takes place over time rather than an event that starts and ends with formal training. It provides the confidence and the knowledge to continue to reach and to grow. Teacher education includes linguistic features of a second language and how those features are taught and learnt. Head and Taylor (1997) mention that teacher education aims at “the development of competency standards for the teaching field and for the attainment of a certain level of competency for all individuals.” Teacher education provides the language teacher some insights into the nature of language teaching. It is the process of becoming the kind of teacher that a teacher personally can be.
2.1.2	Profession and Professionalism
Different people are involved in different kinds of jobs or occupations for their survival. In a similar way, people have different hierarchical social prestige in the society due to the different attitudes created by society towards their occupations. Traditionally, people’s occupations (law, medicine) were regarded as professions. Prater and Rudy (1991) list four criteria that shape the traditional view of a profession: Remuneration, social status, autonomous or authoritative power and service. Professions as occupation or a vocation where there is a sort of dedication to the welfare of others. In another words, a profession is a job that requires specific training regulated by certain standards. It has a commitment to a higher education. Originally, the word ‘profession’ has a religious overtone as in ‘a profession of faith’ (Wallace, 2010, p. 5). As it is said that profession is a kind of job or occupation which can only be practiced after long and rigorous academic study. Therefore, profession is an occupation where specialized knowledge of a field or science is applied.
Regarding the qualities of profession, Wallace (2010) has proposed five distinctive qualities of profession which include: a basic of scientific knowledge, a period of rigorous study which is formally assessed, a sense of public service, high standards of professional conduct and the ability to perform some specified demanding and socially useful tasks in demonstrably competent manner. From the aforementioned point, it can be analyzed that profession is a kind of occupation which can only be practiced after a long and rigorous study. It has a special kind of dedication to the welfare of others.
Professionalism used to refer to practitioners’ knowledge, skills and conducts. In other words, it is the ability or capacity that teachers possess or develop to reach and teach students in a meaningful way. It describes the qualities, skills competence and behaviors expected of individuals belonging to any given professionals. Richards and Renandya (2002) define, “Professionalism is the way of preparing oneself to do a competent job through learning. This learning may take the form of pre-service or in-service course, reflection on experiences, reading, observation, discussion with colleagues, writing and researching.”
To sum up, professionalism is the collective concept of skills, abilities, knowledge about learners, learning, teaching, and classroom diversity in terms of which a teacher as a professional can work for the benefit of the learners.
2.1.3	Teachers' Professional Development
The term professional development is a broad word in the present time. Professional development refers to the process of growth and focuses on precise job. It helps teachers to develop their skills, knowledge by engaging in different activities. Therefore, teachers are the reflective practitioners i.e. they are both producers and consumers of theories and knowledge. Many scholars have defined teachers’ professional development in their own stand point. According to Richard and Farrell (2005, p. 1) assert that teacher professional development is next step when once teachers’ period of formal training is over. They mean to say that professional development is a journey that starts when someone enters in the working field for example medical career, advocacy career or teaching career. Likewise, Underhill (1986, p. 1, as cited in Head and Tylor, 1997) states teacher development is a process of becoming “the best kind of teacher that a teacher can personally be.” It means to say that it is the process of acquiring new knowledge, skills, and techniques by a teacher through formal and informal setting. Similarly, Reimers -villegas (2003) says:
In a broad sense, professional development refers to the development of a person in his or her professional role. More specifically, it is the professional growth a teacher achieves as a result of gaining increased experience and examining his or her teaching systematically. It includes formal experiences such as attending workshop and professional meetings, mentoring, and informal experience such as reading professional publications, watching television documentaries related to and academic discipline.
Teacher professional development is the systematic efforts to bring the change in the classroom practices by teachers, in their attitudes and beliefs and in the learning outcomes of students.
Teacher professional development (TPD) is a long term process because it moves continuously growing and developing the personal capacity of the teachers which makes them sound in their profession. In other words, TPD is a way of preparing oneself to acquire new knowledge, skills and techniques by a teacher through formal and informal setting.
In nutshell, teacher professional development is a very broad concept. An English teacher who has knowledge about different techniques, methods of teaching would not be sufficient to be professionally sound English teacher because language teaching and learning is always incomplete. He/she should have regular opportunity to update their professionalism.
2.1.4	Strategies of Professional Development
Strategies are said to be the techniques in order to achieve desired outcomes in a comprehensive way. They help people to be successful by ending up the task in an efficient way. A teaching strategy used by the instructor to develop their professionalism. Roberts (1998) suggests that teachers can develop themselves by adopting various strategies like teaching, professional collaboration, innovation and research, helping others learn, formal courses, self-study and language learning. Teachers’ professional development cannot be possible without presentation of new ideas and the opportunity being involved in conference, seminar, articles and regular chat with colleagues. Teacher should be motivated to update their professional development when they begin their teaching carrier by doing negotiation, discussion, co-operation, collaboration among the teachers as well as with students. Teacher should encourage the students in different activities by adopting different strategies for teacher development. In this regard, Nishimura (2014) has suggested five best practices in language teaching: school based professional development, coaching and follow up procedure, collaborative information, embedded practices in the daily lives of teachers and collaboration and co teaching. Teachers and institutions should analyze their needs and the particular context before deciding the strategies for teacher professional development. Richard and Farrell (2010, p. 4) argue, “strategies for teacher development often involve documenting different kinds of teaching practices, examining beliefs, value and principles conversations with peers on core issues and collaboration with peers on classroom projects.” Based on the abovementioned definition, it can be said that strategies are the techniques in order to achieve desired outcomes in a comprehensive way. Therefore, they need a number of strategies by which teachers can be professionally developed. In order to become successful, teachers might be familiar with the different strategies.
 Richards and Farrell (2005, p. 14) present the following activities for teacher development.
a)	Self-Monitoring 
Self-monitoring is the act of observation and regulating own behavior in a social context. It is a systematic approach to observe and evaluate of one’s own behavior in order to achieve a better understanding and control over behavior. It is very helpful for the teacher to evaluate himself.
b)	Keeping a Teaching Journal
Keeping a teaching journal is one of other strategies for the professional development. Richard and Farrell (2005) state that teaching journal as, “an ongoing written account of observations, reflections and other thoughts about teaching usually in the form of notebook, book or electronic mode, which serves as a course of discussion, reflection or evaluation. It is a writer’s record of observation which helps the teacher to find out his or her improvement.
c)	Critical Incident Analysis 
Critical incident analysis is one of the approaches of teacher professional development. It is an unplanned and unanticipated event which takes place in the classroom. Richards and Farrell (2005) assert, “A critical incident is an unplanned and unanticipated event that occur during a lesson and that serves to trigger insights about same expect of teaching and learning.” This process of documentation and reflection provide opportunity for teachers to learn more about their teaching.

d)	Teaching Portfolio
A portfolio is a collection of documents containing information about a teacher. It is a collection of teachers’ efforts done to bring change in students’ performance, change in his or her academic performance and use as a self –assessment tool for further improvement. Richard and Farrell (2005) have defined it as “a collection of documents and other items that provides information about different aspects of teachers work.” It is an important tool for the teachers in the field of education because teacher can outline his/ her accomplishment within their portfolio in order to gain high-level position in work force.
e)	Action Research
Action research is a kind of research which refers to self-reflective inquiry that seeks to clarify and resolve practical issues and problem of language teaching. In other words, it refers to a systematic approach to carrying out investigation and collecting information that is designed to illuminate an issue or problem and to improve classroom practice. Richards and Farrell (2010) define action research as “teacher conducted classroom research that seeks to clarify and resolve practical teaching issues and problems.” It makes teacher as the producer of knowledge rather than only the consumer of knowledge. It is one of the best tools to meet the local needs and by facing local problems with local solution.
f)	Workshops 
Workshops are one of the most powerful and effective forms of teacher development activity. It is intended to enhance teacher’s practical skills and help resolve problems. A workshop is “an intensive, short-term learning activity that is designed to provide an opportunity to acquire specific knowledge and skills” (Richard and Farrell, 2010). Workshop can provide opportunities to the participants to examine their own beliefs and perspectives towards the topic. In other words, workshop is the period of discussion and practical work on a particular subject in which a group of people share their knowledge and experience. It helps to enhance critical thinking about teaching method, develop competence and make teachers aware of their professional development. Workshops can address issues related to both institutional improvement and individual development. Participants are expected to learn something that they can later apply in the classrooms. Thus, workshops are also one of the most common and useful forms of professional development.
g)	Teacher support group
A teacher support group is simply a form of supervision. It is one of the collaborative ways of teacher professional development. In other words, it is also known as study groups, learning circle, teacher networks or teacher professional networks. Generally, a teacher support group will involve a group of teachers’ meeting to discuss goals, concerns, problems and experiences about current practices in the field of language teaching. Teacher support groups provide the teachers with opportunity to share their individual as well as common problems. It makes the teachers able to plan, perform and evaluate effectively so that they can develop themselves professionally.
h)	Peer Observation 
The peer observation of teaching is a cyclical, iterative and reciprocal process. It provides both observed and observer with the opportunity to mutually enhance the quality of their teaching practice. In other words, it is a way of learning from others. It is one of the strategies of classroom research, through which teachers can develop a better workings relationship with colleague and help them to develop classroom management and pedagogical skills, thereby develop them professionally.

i)	Case Analysis 
Case analysis, also known as case study, helps teacher to identify and solve the problems related to learners and learning. The main purpose of carrying out case analysis is to better understand the existing problematic situation of case and suggest some useful strategies to improve cases existing situation. Richard and Farrell (2010. p. 126.) define case analysis as the process of ‘collecting information over time about a teaching situation and using that information to help better understand the situation and to derive principles from it.’ Based on the above definition, it can be concluded that case analysis helps the teachers to understand the problems and the ways of findings.
j)	Peer Coaching
Peer coaching is another important strategies for the professional development. Providing professional support and promotion, teaching learning is the main purpose of peer coaching. Through peer coaching, two teachers can get chance to look at teaching problems and develop possible solutions. In peer coaching, during and after the completion process the teacher provides feedback and suggestions to the other teacher. Richard and Farrell (2005) define peer coaching as ‘a procedure in which two teachers collaborative to help one or both teachers improve some aspect of their teaching.’ Based on the above definition, it can be concluded that peer coaching is the developmental process and is an effective way to promote professional development.
k)	Team Teaching
Team teaching is also one of other important strategies for the professional development. Two or more teachers share the responsibility for teaching in the classroom process. Sometimes, it is also called as pair teaching. Team teaching is a process in which two or more teachers share the responsibility for teaching in a class. It is based on the belief that ‘two heads are better than one.’ Through team teaching learning strategy, teacher boosts up their pedagogical and intellectual advantage. It is also important to follow up the work associated with class such as evaluation and assessment.
2.1.5	Importance of Teachers Professional Development
Professional development is a broad word in the present time. It refers to the general growth. Teachers develop their professionalism through doing different types of activities such as attending workshops, training which help them to update in this rapidly changing world. Khaniya (2006) states that people who do not update themselves find it difficult to cope with the emerging situation because every discipline is prone to change and if changes are not kept abstract people involved in it should be annoyed to work for its development, advancement, and continuous improvement. Teacher professional development is the best tool to make a teacher to cope with upcoming challenges. It is important because it can develop a great awareness about teaching and teaching context. To run their profession smoothly, teacher must be aware about the latest development and newly emerging concept and innovations or technology. Ur (1996) states that a teacher can or should advance in professional expertise and knowledge through his/her career, and such advance does not depend on formal courses or any external aspects. It means personal experience, self-reflection and interaction with colleagues are very important tools for personal progress.
2.1.6	Challenges in Developing Professional Strengths 
Teacher professional development is about the teacher learning, learning how to learn and transforming the knowledge into practice for the benefit of the students’ growth. In other words, it is a complex process which requires cognitive and emotional involvement of teachers. While teaching in the classroom, teacher has to face many barriers (obstacles) in their professional journey.
Rhodes and Beneicke (2002) state the following challenges regarding profession development which are as follows:
•	Teacher collaboration 
•	Information and training 
•	selection of individuals
•	Need analysis
•	Time constraints
a)	Teacher collaboration
Collaborative teaching, sometimes called cooperative teaching or team teaching, takes place when member of an inclusive learning community work together as equal to assist students to derive success in the classroom. Teacher collaboration believes that teacher working together have positive on each other and contribute to school improvement. Specific types of teacher collaboration include working together in team, sharing responsibilities, providing feedback and building trust. If the teachers lack this collaboration, then it will be a great challenge for teacher professional development.
b)	Information and training 
Information helps the teachers to develop their ideas and skills for raising of standard and attainment in schools. Similarly, training helps the teacher to sharpen his or her mind in an effective way and to be more responsible. Without training and knowledge, teachers cannot flourish their profession properly. Therefore, this is also another challenge for teacher professional development.
c)	Selection of individual
Professional development for teachers is crucial for educators, because their application of new knowledge will directly affect students. Classroom achievement increases when teachers take part in development that is focused on addressing the major learning challenges of their students. Both Personal and professional seem to be necessary for teachers to reach their professional and personal goals.
d)	Need analysis 
Need analysis is one of the assumptions of teacher development. It enhances the performance of teachers by engaging different activities. It should be carefully identified by the teachers for their students’ learning needs which truly need to meet in order to raise standards and attainment within their schools.
e)	Time constraints
Time is a design constraint, and embracing this constraint can be a powerful tool for learning and personal growth. It is one of the great challenges for teacher professional development.
2.2	Review of Related Empirical Literature
Teacher professional development is the emerging concept in the field of language teaching. Numbers of research works have been carried out in the field of TPD. Therefore, in this section, I reviewed some of the related research works related to the teacher professional development strategy. 
Joshi (2010) carried out a research entitled “Learning strategies of English language teachers for their professional development.” The purpose of her study was to find out the learning strategies of teacher teaching in the college of Kathmandu Valley. She used purposive non-random sampling procedure to select the sample from the teachers of Kathmandu Valley maintaining the sample size of 45. Questionnaire was used to elicit the data from the informants. Finally, she found that strategies like self-monitoring, workshop, seminar, conference and team teaching were more beneficial than the strategies like reflective logo, portfolios and monitoring. 
Likewise, Khatri (2014) carried out a research entitled “Teaching portfolio for teachers’ professional development.” It was carried out to find out practices of teaching portfolio as a strategy for teachers’ professional development. The study consisted of primary and secondary sources of data. For primary data, twenty principals and twenty English teachers of secondary and higher secondary level were selected from Okhaldhunga district. Forty respondents were selected by applying nonrandom judgmental sampling procedures. Similarly, in this research, the principals viewed that the portfolio provided extra teaching spirit and confidence to the teachers.
 Further, Oli (2014) carried out a research entitled “Practice of teacher support group in teacher professional development.” The main objective of this study was to explore the current practices of teacher support group for teacher professional development by the secondary level English language teachers of Dang district. It was a survey research design based on thirty English language teachers and school management committee from Dang valley who were selected through non-random judgmental sampling procedure. The data were collected from the respondents through the close-ended and open-ended questionnaires. The data was also collected with the help of interview which was consisted of open-ended question. The study showed that almost all the secondary level English language teachers participated in professional development programs possessed positive attitude towards them. Majority of the teachers were satisfied with the current practice of teacher support group. 
Chhetri (2017) carried out a research entitled “Teachers perceptions towards workshop as a strategy for their professional development.” The objective of this study was to find out teachers’ perception towards workshop as a strategy to get idea about content knowledge, pedagogical expertise, material construction and self-awareness which are the key factors for teacher professional development. For this survey research design, the researcher used a set of questionnaire consisting of 30 closed ended questions in order to collect the required information. To address the objective of the study, the researcher selected 30 English language teachers from Kathmandu Valley by using purposive non-random sampling procedures. To analyze the data, he used simple statistical tool and he found that teachers showed positive attitude towards workshop as a strategy for professional development. Majority of the teachers found workshop as one of the best strategies for teachers’ professional development. From this study, it is deducted that workshop is useful and is a key means for providing contents knowledge, pedagogical expertise and ideas for material construction and for arousing self-awareness of the teachers.
Jesa and E.V. (2017) carried out a research entitled “Teaching strategies adopted by teachers at higher education level in Kerala.” The purpose of this study was to identify the teaching strategies adopted by teachers and to compare the categories of teaching strategies adopted by trained and untrained teachers at higher education level. They used stratified random sampling procedure. The sample size of this study was 47 teachers from arts and science. Similarly, the study followed the survey method and interview technique. The findings of the study highlighted the need for popularizing technology based teaching strategies.
Similarly, Paudel (2017) carried out a research entitled “Perception of teacher on application of teacher training in the ELT Classroom.” The main objective of this research was to find out the training that is transferred by teachers or not. This research also made an effort to find out the perception of teachers on the training skill and knowledge that is applicable inside the classroom or not. The knowledge and skills are really helpful for improving the teaching learning process of teachers and students which they acquire from the training. This research was based on survey research design. To meet the objectives of the study, she selected thirty informants with nonrandom purposive sampling strategy. A set of questionnaire consisting both close ended and open ended was used as the tools for collecting the data. After analyzing the data, she found that all the teachers are trained but the skills and knowledge obtained from the training are not applicable due to the lack of proper management of the classroom and sufficient teaching and learning material.
Rai (2017) conducted a research on “Teachers’ perceptions on action research for their professional development.” The purpose of this study was to find out the English language teachers’ perceptions on action research for their professional development. It was a survey research design based on 30 secondary level teachers from Sunsari district, 15 from community schools and 15 from institutional schools by using random sampling procedure. The data were collected by using close-ended questions in a set of questionnaire. The major finding of this study was that the teachers have positive attitudes towards the role of action research for their professional development. 
Budhathoki (2017) carried out a research entitled “Teachers’ perceptions towards teacher training for professional development.” The main objective of this study was to find out the teachers’ perceptions on the teacher training for professional development and role of teacher training for professional development in terms of motivation, presentation, use of communication technology, techniques and evaluation. He used non -random sampling procedure to select thirty secondary level English language teachers teaching from private and public schools in Salyan district. Questionnaire and interview were used as the tools for data collection. The major findings of the research showed that the teachers view the teacher training as the most essential, inevitable and important way and strategy of teachers’ professional development as it develops certain knowledge, skills and attitudes in the teachers for making their teaching learning activities effective.
Teacher professional development is an emerging concept in the field of language teaching. Various studies have been carried out in the field of ELT but there is lack of research in learning strategies specially college and university level teachers. Therefore, I decided to carry out the research in strategies used by college level ELT teachers for their professional development.
2.3	Implications of the Review of the Study
Literature review is an essential element of the whole procedures that make a valuable contribution. From the review of the above literatures, I got significant ideas about theoretical concept of TPD for example; Pratte and Rury (1991) - a list of four criteria that shapes the tradition view of profession,Wallace (1991) - a list of five elements of an occupation to be called profession. Similarly, Richards and Farrell (2010) gave me an idea about the definitions and strategies of TPD. Likewise, Rhodes and Beneike (2002) gave me the concept regarding challenges of professional development, Nishimura (2014)-five best practices in language teaching .The above mentioned books, reports, articles widened my theoretical knowledge about what TPD is, what the strategies of TPD are and so on. Through literature reviews, I came to know about methodology, tool, technique and data collection procedure.
On the other hand, after reviewing Chhetri (2017), I got lots of ideas regarding teaching strategies used by teachers for professional development. I became more familiar about the primary and secondary data after reviewing Khatri (2014). Likewise, study of Joshi (2010), and Jesa and E.V. (2017) helped me to formulate the objectives of the study. Similarly, the work of poudel (2017) provided me the guidelines to make research questions and methodological procedure. The research carried out by Rai (2017), Budhathoki (2017) and Oli (2014) supported me in data collection tools, select populations and sample size, sampling procedure, cited ideas and arrange references respectively. These review studies helped to make my research more systematic and scientific.

2.4	Conceptual Framework
The conceptual framework grows out of the theoretical framework which relates to the specific research problem. According to Kumar (2009), “The conceptual framework stems from the theoretical framework and concentrates usually on one section of the theoretical framework which becomes the basis of the study.” Theoretical framework consists of the theories in which the study is embedded whereas conceptual framework describes the process to conduct the actual research. Here is my conceptual framework:

ELT and Professional Development

Strategies 

Challenges 

Teacher collaboration 

Information and training 

Selection of individuals

Need analysis 

Time constrains

Workshops 

Self-monitoring

Keeping a teaching journal

Critical incident analysis

Teaching Portfolio

Information and training 

Action research

Teacher support group

Peer observation

Case analysis

Peer teaching

Team teaching

Survey 

Questionnaire

Findings 

CHAPTER THREE
METHODS AND PROCEDURE OF THE STUDY
This chapter consists of design of the study, population, sample and sampling strategy, research  tool, source of data, data collection procedure, data analysis and interpretation procedure and ethical consideration.
3.1	Design of the Study 
To make this study systematic and to attain the objectives, I adopted the survey research design under mixed method. 
Survey is the research design that is widely used in social and educational researches. It is carried out in a large number of populations to find out attitudes, beliefs, behaviors and perceptions of the particular group of the population or the individuals. It is mostly useful to generalize the findings to a particular problem on the basis of the data obtain from the large numbers of population. Therefore, it can be a best design to study the practices of various TPD strategies in college level.
According to Nunan (1992, p. 140), the main purpose of a “survey is obtain a snapshots of conditions, attitudes and events at a single point of time.” Similarly, Cohen et al (2010) write survey research in which researchers gather data at a particular point of time especially to describe the nature of existing situation or to identify most standard one against the existing situations. Survey   is carried out to find out the practicality, applicability and appropriacy of certain events, issues or situations.
Nunan (1992, p. 70) suggests the following eight steps procedure of survey research in a more comprehensive way:
a)	Define objectives: what do we want to find out?
b)	Identify target population: what do we want to know about?
c)	Literature review: what have other said/ discovered about the issue?
d)	Determine sample: How many subject should we survey and how will we identify these?
e)	Identify survey instrument: How will the data be collected: questionnaires/ interview?
f)	Design survey procedure: How will the data collection actually be carried out?
g)	Identify analytical procedure: How will the data be assembled and analyzed?
h)	Determine reporting procedure: How will result be written up and presented?
 This study aimed to find out the strategies used by college level English teachers for their professional development and challenges that they face while using those strategies. Therefore, I adopted the survey research design in order to accomplish the objectives of the study.                                                                                                                                                
3.2	Population, Sample and Sampling Strategy
The population of this study consisted of all the English teachers of Tanahun district teaching at college level. The samples of the study were 40 English teachers of Tanahun district. To collect data, I used purposive non-random sampling procedure.
3.3	Research Tools
Tools are the most important elements of any research. For this, I used questionnaire as a tool for data collection. Both open-ended and close-ended items were used as the techniques of data collection.

3.4	Sources of Data
Data are the units of information from which further measurement or analysis can be drown up. It helps the researcher to justify, analyze the findings. I used both primary and secondary sources of data to fulfill the objectives of the study.
3.4.1	Primary Sources of Data
The primary sources of data were forty college level English teacher selected from Tanahun district.
3.4.2	Secondary Sources of Data
The secondary sources of this research were  various books, articles, reports research studies, dictionaries, journals, internet related to the study area books, magazines and theses approved in the Department of English Education, T.U. and also related websites and other related materials were; Nunan (1992), Underhill (1986), Reimers (2003), Roberts (1998), Kumar (2009), Wallace (2010), Nishimura (2014), Richard (2010), Burns (2001), white (1998) etc. to facilitate the proposed study.
3.5	Data Collection Procedures
I applied the following procedures to collect the data for my research:
•	First, I made a list of the selected college with an official letters from the department.
•	Then, I met the authority and explained about my purpose, and asked permission to meet the English teachers.
•	After that, I built rapport with the concerned teachers and requested them to complete questionnaire within a week. After a week, I collected the questionnaire with responses from respondents. Finally, I thanked them for their cooperation.
3.6	Data Analysis  and Interpretation Procedures
I analyzed the raw data descriptively and statistically. The study was focused on the findings of the strategies used by college level English teachers for their professional development. The qualitative data were analyzed descriptively and quantitative data by using Simple statistical tools such as percentile, table, and diagram in order to record, analyze and interpret the data.
3.7	Ethical Considerations
Ethical considerations are the important aspect of research. Ethics are the norms or standards for conduct that distinguish between right and wrong. If there is no safety or privacy in research, the respondents may not provide the information. It is such aspect of research that encourages the respondents to provide researcher with real and authentic data. By considering the importance of ethical considerations, I conducted my survey by taking permission of authority and respondents. I also told them that they would be unknown in the study and keep it safe from plagiarism. I preserved privacy of respondents in my research.  

CHAPTER FOUR
 ANALYSIS AND INTERPRETATION OF DATA
This chapter mainly deals with the analysis and interpretation of data which is one of the central focuses of the whole research. The data were collected through questionnaire tool which has been analyzed descriptively and statistically.
4.1	Analysis and Interpretation of Results
All the data have been presented, analyzed and interpreted under this topic. This study was mainly conducted to investigate the strategies used by college level English teachers for their professional development. The data were collected with the use of questionnaire consisting of a set of close-ended and open-ended questions. The questions were constructed being based on the objectives of the study. The data were collected from 40 college level English teachers from 9 different colleges of Tanahun district. 
This study was carried out to identify the strategies used by college level English teachers for their professional development. The collected data were analyzed, interpreted and discussed under the two main headings:
a)	Responses to close-ended questions and
b)	Responses to open-ended questions.
4.1.1	Responses to Close-ended Questions
For collecting the data about the strategies used by college level English teachers for their professional development, I checked the collected data. According to the objectives of the study, I used questionnaire form. The college level English teachers were asked and twenty one different closed-ended questions were asked. The data obtained from those questionnaire forms with teachers’ responses have been made accordingly. On the basis of the indicators of questions, I have presented and analyzed information in the following tables. 
Table 1
TPD Strategies Used by College Level English Teachers 
S.N	Attributes 	S.A.	%	A	%	N	%	D	%	S.D.	%	Total 	
1	Workshop	21	52.5	19	47.5	-	-	-	 	-	 	40	
2	Self -Observation	17	42.5	14	35.0	6	15.0	-	 	3	7.5	40	
3	Keeping a teaching journal	15	37.5	18	45.0	6	15.0	-	 	1	2.5	40	
4	ELT journal	17	42.5	20	50.0	3	7.5	-	 	-	 	40	
5	Critical incident analysis	13	32.5	21	52.5	6	15.0	-	 	-	 	40	
6	Keeping Portfolio	13	32.5	19	47.5	6	15.0	-	 	2	5.0	40	
7	Teacher training	19	47.5	17	42.5	4	10.0	-	 	-	 	40	
8	Action research	14	35.0	19	47.5	7	17.5	-	 	-	 	40	
9	Teacher support group	16	40.0	17	42.5	7	17.5	-	 	-	 	40	
10	Peer observation	19	47.5	17	42.5	4	10.0	-	 	-	 	40	
11	Case study	14	35.0	19	47.5	7	17.5	-	 	-	 	40	
12	Peer teaching	10	25.0	22	55.0	8	20.0	-	 	-	 	40	
Legend: S.N.-Serial Number, S.A.- Strongly Agree, A- Agree, N- Neutral, D- Disagree, S.D.- Strongly Disagree, %- Percentage
The given table shows that the strategies used by college level English teachers for their professional development and their response on it. The interpretation and analysis are given below.

The statement, workshops are beneficial to the teachers in adding new skills and knowledge, showed that most of the teachers (52.5%) strongly agreed and (47.5%) of them agreed. As the majority of them i.e. 100% of the total of the teachers agreed on the item, it was concluded that workshops are beneficial to them.
The statement, self-observation, evaluation and managements of one’s own behaviors, teacher achieve better understanding rather than being observed from outside development .The responses of the teachers showed (42.5%) they strongly agreed,(35%) of them agreed and (15%) of them remained neutral. On the other hand, very few i.e. (7.5%) of them strongly disagreed. Therefore, majority of them (77.5%) from the total teachers agreed to the statement.
The statement, keeping a teaching journals is not only for teachers but also for peers, supervisors. Their responses on this item showed (37.5%) they strongly agreed, (45%) of them agreed and (15%) of them remained undecided (neutral). On the other hand, (2.5%) of them strongly disagreed. This statement showed that majority of the respondents believed that keeping a teaching journal is not only for teachers but also for peers supervisor and mentors.
The statement, writing ELT journals helps to develop new techniques and enhancing teachers’ professional skills. The responses of the teachers showed (42.5%) they strongly agreed, (50%) of them agreed and (7.5%) of them remained neutral. As the majority of them, i.e. (92.5%) teachers from total agreed on the item. This statement showed that ELT journals helps to develop new techniques.
The statement, critical incident analysis is the process of documentation and reflection which provide opportunity for teachers, (32.5%) they strongly agreed, (52.5%) of them agreed on the item and (15%)of them remained neutral. As the majority of them, i.e. (85%) teachers from total agreed on the item. It was concluded that critical incident analysis provide opportunity for teachers to learn more about their teaching.
The statement, keeping portfolio has an effective role for teachers, showed that (32.5%) they strongly agreed, (47.5%) of them agreed and (15%) of them remained undecided. On the other hand, very few of them (5%) teachers strongly disagreed. As the majority, i.e. (80%) teachers from total agreed on the item. It was concluded that keeping portfolio has an effective role for teachers.
The statement, teacher training enhances the teachers’ confidence in his/ her delivery in the classroom, showed that most of the teacher (47.5%) they strongly agreed, (42.5%) of them agreed and (10%) remained undecided. As the majority of them, i.e. 90% of the total of the teachers agreed on the item. It was concluded that teacher training enhance the teachers confidence.
The statement, action research helps to develop new techniques for enhancing teachers, showed that minimum of the teachers (35%) they strongly agreed, most of the teachers (47.5%) agreed on this statement. On the other hand, few of them (17.5%) remain undecided.
The statement, teacher support group provides the teacher with opportunity to share their individuals as well as common problems, showed that minimum of teachers (40%) they strongly agreed, 42.5% of them agreed and 17.5% of them remained undecided. It was concluded that majority of them i.e. 82.5% of the total of the teachers agreed on the item. Hence, most of the teachers agreed that teacher support group provides the teachers with opportunity.
The statement, peer observation provides the teachers to get discussion about the teacher problems, solutions and untimely feedback, showed that most of the teachers 47.5% they strongly agreed, 42.5 % of them agreed and very few of the teachers 10% remained undecided. This statement showed that peer observation provides the teachers to get discussion about the teacher problems, solution and feedback.
The statement, case study helps teachers to identify and solve problems, showed that minimum of the teachers 35% they strongly agreed, most of the teachers 47.5% agreed on this statement and 17.5% of the teachers remained undecided. As the majority of them i.e. 82.5% of the total of the teachers agreed on the item. This statement showed that case study helps teachers to identify and solve the problem.
The statement, peer teaching allows teachers to share their ideas, revealed that 25% of respondents strongly agreed that teaching allows teachers to share their ideas. Similarly,55% of the respondents agreed ,none of the respondents disagreed, and 20% of them were neutral. The statement showed that majority of the teachers agreed that peer teaching allows teachers to share their ideas.
Table 2
Believes of Sharing on Teaching and Learning Experiences
Q.N.	Items	S.A	%	A	%	N	%	D	%	S.D	%	Total	
13	Teacher believes on sharing experiences	3	7.5	12	30	10	25	3	7.5	12	30	40	
Item 13 in the table meant to know whether, teacher get hesitate to share their teaching and learning experiences with their colleagues. The collected data revealed that 7.5% of the teachers strongly agreed that teacher get hesitate to share their ideas. Similarly, 30% of them agreed and 25% of them remain undecided. On the other hand, 7.5% of them disagree and 30% of them strongly disagreed. This statement shows that half of the teachers accept that teacher get hesitate to share their learning experiences whereas other teachers did not accept this statement.

Table 3
Accessibility of ICT’s Time and Resources
Q.N.	Items	S.A	%	A	%	N	%	D	%	S.D	%	Total	
14	Accessibility of ICT’s time and resources	2	5	16	40	12	30	-	-	10	25	40	
Item 14 was prepared to find out the accessibility of ICT’s time and resources. Their responses on this item revealed that very few of them 5% of the total teachers strongly agreed, 40% of the teachers agreed with the statement and 30% of the teachers remain undecided .On the other hand, 25% of the teachers strongly disagreed. 
Table 4
              Activities Done by Teachers for their Professional Development
Q.N.	Items	Always	%	Usually	%	Frequently	%	Sometimes	%	Never	%	Total	
15	Frequency of surfing Internet	14	35	6	15	8	20	11	27.5	1	2.5	40	
16
	Support of collage to TPD act	9	22.5	10	25	2	5	18	45	1	2.5	40	
17	Frequency of Observing the Peers classes	1	2.5	2	5	5	12.5	20	50	12	30	40	

Item 15 was presented to find out the frequency of surfing internet to search new innovative ideas for professional development. The result showed that out of 40 teachers 35% of the teachers they always surfed internet. 15% they usually surfed internet, 20% of the teachers they frequently surfed internet, 27.5% of the teachers they sometimes surfed internet and only 2.5% they never surfed internet to search new innovative ideas for professional development. This showed that most of the teachers surf internet to search new innovative ideas for professional development.
Analyzing the responses to item 16, respond that out of 40 teachers 22.5% always participated, 25% of the teachers participated usually, similarly, 5% of the teachers participated frequently, 45% participated sometimes and 2.5% of the teachers never participated in teacher professional development activities. It was concluded that most of the teachers are supported by college in teacher professional development activities.
Similarly, item 17 was to find out the frequency of observing the peers classes. After analyzing the responses, it was found that out of 40 teachers 2.5% of the teachers they always observed, 5% of the teachers usually observed the classes of their peers, 12.5% of them observed frequently and 50% of the teachers observed the classes sometimes but, 30% of the teachers never observed the classes of their peers. It was concluded that most of the teachers observe the classes of their peers.
Table 5
TPD Strategies Used to Enhance Knowledge
Q.N.	Items	Sometimes	%	Frequently	%	Rarely	%	Never	%	Total	
18	Conduction of action research in class	15	37.5	8	20	8	20	9	22.5	40	
19
	Frequency of reading ELT journals	16	40	14	35	6	15	4	10	40	
The result of the responses to the item 18 shows that 37.5 percent teachers conducted action research sometimes. Similarly, 20%of the teachers conducted action research frequently and 20% of the teacher rarely but very few of them 22.5% of the teacher never conducted action research in classroom. This shows that majority of the teachers conducted action research in classroom.
Regarding item 19, the table shows whether they read ELT journals to enhance their knowledge or not?, revealed that 40% of the teachers read ELT journals sometimes in the similar way, 35% of the teachers read journals frequently and 15 % of the teachers rarely read journals but,10% of the teacher who never read journals. The collected data concluded that majority of the teachers read ELT journals to enhance their knowledge. 
Table 6
Complex and Time Consuming Strategies
Q.N.	Items	Consulting ELT Journals	%	Case analysis	%	Using portfolio	%	Self -Monitoring	%	Total	
20	Time Consuming and complex strategies	4	10	20	50	12	30	4	10	40	
Item 20 was presented to respond their views on time consuming and complex strategies. The result shows that 10% of the teacher responded that consulting ELT journals is time consuming. Similarly, 50%of the teacher responded that case analysis is time consuming and complex. Likewise, 30% of the teacher responded that case analysis is time consuming and complex but very few of them 10% of the teachers responded that self- monitoring is time consuming and complex. As the majority of them responded that case analysis is time consuming and complex. 
Table 7
                        Challenges of Adopting New Strategies
Question Number 	Managing class	%	Time management 	%	Resource management 	%	All of the above 	%	Total 	
21	1	2.5	9	22.5	5	12.5	25	62.5	40	
In order to find out the challenges of adopting new strategies. The question, which of the following challenges is generally faced while adopting new strategies?, showed that 2.5% of the teachers responded that adopting a new strategy creates challenges for managing in the classroom. In a similar way, 22.5% teachers responded that adopting a new strategy creates challenges for managing time. Similarly, 12.5% of the teachers responded that adopting a new strategy created challenges for resource management. 62.5% of the teachers responded that adopting new strategy creates challenges for classroom management, time management and resource management.
4.2	Responses to open  Ended Question
In addition to close-ended questions, six open-ended questions were asked to the college level English teachers. Results and discussion of the data have been presented below:
4.2.1	Understanding of Teachers towards Strategy
In order to get more information, college level English teachers were asked this question, ‘what do you understand by strategy that helps to promote teachers’ professional development?’ In response to this question, teachers defined strategy differently. The responses are listed below. 
•	The way/task/activity that a teacher uses/does for his/her professionalism
•	It is the way to make the teachers competent and generate the new ideas in their teaching and learning activities which meet the outcomes of classroom teaching.
•	The ways and techniques that a teacher follows while promoting his/her carrier.
•	A particular technique/way that a teacher applies in the classroom to make the students get the ideas easily.
•	It is regarded as the techniques of teaching to promote teachers professional development.
 From the above responses of the teachers, it showed that majority of the teachers can understand and be familiar with the strategies that could help to foster their professionalism.
4.2.2	Dimensions of Teacher Professional Development
When the respondents were asked to express their views regarding dimension of teacher professional development then, the respondents forwarded number of views which has been listed below;
•	Seminars/workshop/training
•	Short term/long term training
•	Accountability
•	Honesty
•	Having theoretical/practical/psychological knowledge
•	New teaching learning method/technique
•	Development in life skills
•	Sound academic background/action research 
4.2.3	Problem Taking and Professional Development
In order to get more information, the respondents were asked to express their views regarding the problems that they faced in ELT classroom. In their responses to this question, they responded that they faced many problems in ELT classroom and believed that problems motivate to find the solutions and for that they were in the favor of new methods and techniques. Problems and challenges make the teacher more innovative, inquisitive and creative, which finally helps in their professional development. Similarly, few of the respondent said that they could overcome the problem by connecting them with solution techniques. From the above responses of the teachers, it can be concluded that problems help to boost teachers’ professional career.
 Teacher Professional Development and Institutional Performance
In order to get more information, the teachers were asked the question i.e. ‘Do you see any link between institutional efforts for teacher professional development?’ In response, most of the teacher said that they are interlinked to each other. An institution is the platform which creates the situation for professional development by providing training and seminars, and the teachers also have to utilize the learnt knowledge in teaching learning activities and it finally helps to the institution. 
4.2.4	Strategies Used by Teachers
In order to elicit the required information, teachers were asked, ‘Are there any innovations that you use for your professional development?’ In response to this question, some of the teachers were positive of using computers, some of them were in favors of using presentation, practice and production form. Similarly, one of the respondent used traditional low cost instructional materials in the classroom. By that, different teachers are using different techniques to improve their professionalism. As well as they are trying their best to utilize the available resources. 

4.2.5	Challenges and Opportunities
In order to elicit the required information, the respondents were asked to respond their views on what sorts of challenges and opportunities you see in ELT teachers in college level students’ betterment and ultimately for teachers professional development. In response to this question, teachers listed the following challenges and opportunities:
Challenges;
•	Resource management
•	Time management
•	Managing class (large classroom)
•	Lack of attention of the subject matter
•	Students’ weak academic background
•	Lack of interest in learning   
Opportunities:
•	Sound professionalism
•	Creation of identity
•	Dynamism
•	Up to date with new methods and techniques for teaching learning activities
•	Can teach easily and be assisted by latest technology
•	Teachers can be acquainted with theories and methods of learning from textbooks. They can practice higher level methods in college level.

CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATIONS
This final chapter consists of the whole findings, conclusions and recommendations of the study. On the basis of analysis and interpretations, the findings of the results, conclusion of the research have been made and some recommendations in different areas such as policy related, practice related and further research related have been provided.
5.1	Findings 
After analyzing and interpretations the data obtained through questionnaire, I have presented the following findings.
•	It was found that 100% of the teachers agreed that workshops are beneficial to the teachers in adding new skills and knowledge.
•	It was found that 77.5% of the teacher agreed that self-observation, evaluation and management of one’s own behaviors helped teachers to achieve better understanding rather than being observed from outside development.
•	From the research, it was found that 82.5% of the teachers agreed that keeping a teaching journal is not only useful for teachers but also for peers, supervisors and mentors.  
•	It was found that 92.5% of the teachers agreed that ELT journals helped them to develop new techniques to enhance their professional skills.
•	It was found that 85% of the teachers agreed that critical incident analysis is the process of documentation and reflection which provided opportunity for teachers to learn more about their teaching.
•	It was found that 80% of the teachers agreed that keeping portfolio had an effective role for teachers’ professional development.
•	It was found that 90% of the teachers agreed that teacher training enhanced their confidence in the delivery while teaching in the classroom.
•	It was found that 82.5% of the teachers agreed that action research helped to develop new techniques for enhancing their capacity.
•	It was found that 82.5% of the teachers agreed that teacher support group provided them with opportunity to share their individual as well as common problems.
•	It was found that 90% of the teachers agreed that peer observation provided them to get discussion about their problems, solutions and untimely feedback.
•	It was found that 82.5% of the teachers agreed that case study helped them to identify and solve the problems related to the students and learning.
•	It was found that 80% of the teachers agreed that peer teaching allowed them to share their ideas while teaching simultaneously.
•	It was found that half of the teachers (i.e. 50%) agreed that they often were hesitated to share their teaching learning experiences with their colleagues but 50% of the teachers disagreed with this statements.
•	It was found that 45% of the teachers agreed that teachers might not have the sufficient access, time resources for self-directed professional development.
•	It was found that 35% of the teachers surfed internet always, 15% of them surfed internet usually, 20% of them surfed internet frequently, 27.5% of them sometimes and 2.5% of them never surfed internet to search new innovative ideas for professional development.
•	It was found that 22.5% of the teachers sometimes got support to participate in TPD activities, 25% of the teachers usually got support, 5% of the teachers frequently got support, 45% of the teachers sometimes got support and 2.5% of the teachers never got support to participate in teachers’ professional development.
•	It was found that 2.5% of the teachers always observed the classes of their peers. Similarly, 5% of the teachers usually did observation, 12.5% of the teachers frequently, and 50% of the teachers sometimes observed the classes of their peers. However, 30% of the teachers never observed the classes of their peers.
•	It was found that 37.5% of the teachers conducted action research sometimes in classroom. Similarly, 20% of the teachers frequently did action research, 20% of the teachers rarely but 22.5% of the teachers did it in classroom.
•	It was found that 40% of the teachers read ELT journals sometimes, 35% of the teachers frequently and 15% of the teachers rarely but 10% of the teachers never read ELT journals to enhance their knowledge.
•	It was found that 10% of the teachers consulting ELT journals were time consuming and complex. Similarly, 50% of the teachers agreed that case analysis is time consuming and complex, likewise 30% of the teachers agreed that portfolio is time consuming and complex but 10% of the teachers said that self-monitoring is time consuming and complex.
•	It was found that very few teachers (2.5%) adopting new strategy created challenges for managing class. Similarly, 22.5% of the teachers pointed out the challenges for managing time and 12.5% of them said resource management but 62.5% of the teachers adopting new strategy created challenges for classroom management, time management and resource management.
5.2	Conclusion
This study aims to identify the strategies used by college level English teachers’ for their professional development. Similarly, it is also concerned to explore the challenges faced by college teachers while using those strategies. The data has been collected through a set of questionnaire from 40 college level English teachers from Tanahun district.
From the presentation, interpretation and discussion of the data, It is found that strategies are the particular techniques/task/activities that a teachers uses in order to achieve desired outcomes in a comprehensive way. Similarly, it is the way to make the teachers competent and generate the new ideas in their teaching and learning activities. Most of the teachers agree that different strategies can help to foster their professional career. Teachers have positive perceptions about the strategy. They believe that strategies play crucial role for teachers’ professional development. On the basis of the responses provided by the teachers, it is found that workshops and trainings are the popular strategies for professional development.
This present study mainly finds out that workshop, self-monitoring, keeping a teaching journal, critical incident analysis, keeping portfolio, action research, teacher support group, peer observation, case analysis, peer coaching, team teaching are strategies used by college level English teachers for their professional development. Although they used these strategies, they could not be away from the challenges. To create culture of professional development is one of the most challenging tasks for college level teachers. While using those strategies they could face many challenges such as lack of time, lack of materials, resources and less administrative support from institution etc which are the main challenges for professional development.
5.3	Recommendations
Being based on the findings derived from the analysis and interpretation of the data, the following recommendations have been forwarded into three different areas i.e. policy related, practice related and further research related.
5.3.1	Policy Level
Based on the findings, I want to suggest some of the policy related recommendations.
•	The curriculum and syllabus designer should make the provision in the curriculum to promote the adaptation of new strategies for professional development.
•	MOE, NELTA, NCED should provide opportunities to the teachers to attend in training because it is one of the most effective strategies for teacher professional development.
•	Teachers’ training should focus on the teachers’ professional development.
•	Different trainings should be organized to make the teachers conscious about the use of different strategies for their professional development.
5.3.2	Practice level
•	Professional development programs should be conducted frequently, formally and properly in institutions for coming days so that the teacher will be skillful for material construction and up to date with new ideas.
•	The college administrations should encourage the teachers for participating in different trainings for their TPD.
•	Local government or CMC should provide the reward for the best teacher on the basis of teachers’ performances so that teachers can be motivated towards their professional journey.
•	Teachers should be provided with the supportive and favorable environment for learning and practicing.
5.3.3	Further Research Related
No work is final and completed in itself. Thus, this research might be unable to occupy several areas related to the topic. However, this research can be valuable as a secondary source who are eager to carry out the research in TPD.
In further research level, this research can be applied for the following purposes:
•	This study was limited to the ELT teachers teaching in college levels of Tahahun district. The same study can be conducted in other districts with large number of respondents.
•	This study only focused on the strategies used by college level ELT teachers. If researcher uses different tools of data collection of survey research then, the findings may be different from current research. 

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APPENDIX

Dear sir/madam,

This questionnaire has been prepared to complete a research work entitled “Strategies used by college level English teachers for their professional development.” The research is being carried out under the supervision of Mr. Bhim Prasad Osti, Reader of English Education, Tribhuvan University, Kirtipur, Kathmandu. The researcher aims to identify the strategies used by college level English teachers for their professional development. I hope that you will give your reliable and authentic information with full of cooperation and that will be valuable contribution to complete this research work. I would appreciate your honest opinions and assure you that your responses will be completely anonymous.

Researcher 
Hem lal shrestha 
Department of English Education 
T.U., Kirtipur, Kathmandu 
hem.shrestha180@gmail.com

PARTICIPANT CONSENT FORM
Department of English Education
Tribhuvan University
Mr. Bhim Prasad Wasti
Reader
Department of English education 
T.U., Kirtipur, Kathmandu 

Strategies used by college level English Teachers for Their Professional Development 

I……………………………[Name] agree to take part in research study.
In giving my consent I state that:
I understand the purpose of the study, what I will be asked to do, and any risks/benefits involved.
1.	I have read the participant information statement and have been able to discuss my involvement in the study with the researcher if I wished to do so.
2.	I have got answers to any questions that I had about the study and I am happy with the answers.
3.	I understand that being in this study is completely voluntary and I do not have to take part.
4.	I understand that I can withdraw from the study at any time before I submit my responses.
5.	I understand that personal information about me that is collected over the course of this study will be stored securely and will only be used for purposes that I have agreed to . I understand that information about me only be told to others with my permission.
6.	I understand that the results of this study may be published, and that publications will not contain my name or any identification about me.
I consent to:
•fill the questionnaire:         		  Yes [     ].      No [    ]

Signature _____________
Name________________
Date_________________

Department of English Education

Tribhuwan University 
Mr. Bhim Prasad Osti (Supervisor)
Reader 
Department of English Education 
T.U., Kirtipur,Kathmandu 

Strategies Used by College Level English Teachers for Their Professional Development 

      PARTICIPANT INFORMATION STATEMENT 
1.	What is this study about?
You are kindly requested to be involved in research entitled Strategies used by college level ELT teachers for their professional development which aims to identify the strategies used by ELT teachers for professional development. To be specific, there have not been researches on college level ELT teachers’ Professional Development. Thus, this study is an effort to find out the strategies used by college level ELT teachers for their professional development.
You have been invited to participate in this study because I am interested in the field of TPD and want to explore more and more knowledge related with this field. Your responses will be helpful to know the strategies used by college level ELT Teachers for professional development.
2.	Who is carrying out the study?
The study is being carried out by Mr. Hem Lal shrestha as the basis for the Master Degree of English Education at The University Central Departmental of English Education, T.U., Kirtipur .
3.	What will the Study involve for me?
This study involves completing a set of questionnaire containing both open-ended and close-ended questions for teachers.
4.	How much of time will the study take?
It will take you about 45 minutes to complete the questionnaire.
5.	Are there any risks or costs associated with being in the study?
Aside from investing your time, there will not be any risks or costs associated with taking part in this study.
6.	Are there any benefits associated with the study?
The study will help you to know the strategies used by college level ELT teachers for their professional development.

Questionnaire
Name of College						Address:
Teachers Name:						Qualification:
Teaching Experience:					Teaching Level:
Set –A
(You are requested to put a tick (√) to the alternatives that best indicates your response.)
1.	 Workshops are beneficial to the teachers in adding new skills and knowledge to the existing body of knowledge.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
2.	 It is believed that self-observation, evaluation and management of one’s own behaviors help teachers to achieve better understanding rather than being observed from outside development. 
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
3.	Keeping a teaching journal is not only useful for teachers but also for peers, supervisors and mentors.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree

4.	ELT journals help to develop new techniques and strategies after conducting it for enhancing teachers’ professional skills. 
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
5.	Critical incident analysis is the process of documentation and reflection which provides opportunity for teachers to learn more about their teaching.
a.	Strongly agree 
b.	Agree 
c.	Neutral 
d.	Strongly disagree 
e.	Disagree 
6.	Keeping portfolio has an effective role for teachers’ professional development.
a.	Strongly agree
b.	Agree 
c.	Neutral 
d.	Strongly disagree
e.	Disagree 
7.	Teacher training enhances the teachers’ confidence in their delivery in the classroom.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree

8.	Action research helps to develop new techniques and strategies after conducting it for enhancing teachers’ capacity for jotting down with the problems related to teaching learning activities.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
9.	Teacher support group provides the teachers with opportunity to share their individual as well as common problems. 
a.	Strongly agree
b.	Agree 
c.	Neutral
d.	Strongly disagree
e.	Disagree
10.	 Peer observation provides the teacher to get discussion about the teachers’ problems, solutions and ultimately feedback.
a.	Strongly agree
b.	Agree 
c.	Neutral 
d.	Strongly disagree
e.	Disagree 
11.	Case study helps teachers to identify and solve the problems related to the students and learning.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree 

12.	Peer teaching allows teachers to share their ideas while teaching simultaneously.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
13.	Teachers often get hesitated to share their teaching and learning experiences with their colleagues.
a.	Strongly agree
b.	Agree
c.	Neutral
d.	Strongly disagree
e.	Disagree
14.	Teachers may not have the sufficient access, time, resources for self-directed professional development having aspirations for their own development.
a.	Strongly agree
b.	Agree 
c.	Neutral 
d.	Strongly disagree
e.	Disagree 
15.	How often do you surf internet to search new innovative ideas for professional development?
a.	Always
b.	Usually
c.	Frequently
d.	Sometimes
e.	Never

16.	Does your college support you to participate in teacher professional development activities?
a.	Always
b.	Usually
c.	Frequently
d.	Sometimes
e.	Never
17.	How often do you observe the classes of your peers?
a.	Always 
b.	Usually
c.	Frequently
d.	Sometime
e.	Never 
18.	Have you ever conducted action research in your classroom?
a.	Sometime
b.	Frequently
c.	Rarely
d.	Never
19.	How often do you read ELT journals to enhance your knowledge?
a.	Sometime
b.	Frequently
c.	Rarely 
d.	Never
20.	Which of the following strategies is time consuming and complex?
a.	Consulting ELT journals 
b.	Case analysis
c.	Using portfolios
d.	Self-monitoring 

21.	Which of the following challenges is generally faced while adopting new strategy?
a.	Managing class
b.	Time management
c.	Resource management
d.	All of the above

Set B
 (Please provide the responses in your own words for these questions.)
1.	What do you understand by strategy which helps to promote teachers’ professional development?

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2.	Could you give your opinion about the dimensions of teachers’ professional development?

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3.	How do you relate the problems that you face in ELT classroom and professional development?

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4.	Do you see any link between institutional efforts for teachers’ professional development and the teachers’ performance after they receive facilities from the institution?

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5.	Are there any innovations that you use for your professional development?

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6.	In today’s modern era, what sorts of challenges and opportunities do you see as ELT teachers in college level for the students’ betterment and ultimately for teachers’ professional development?

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