Teachers’ Attitudes to Tpd Training and Their Classroom Practice
Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education
Abstract
The present thesis entitledTeachers’ Attitudes toTPD Training and theirClassroom Practiceaimed at identifying and describing the TPD trainedteachers’ perceptiontowards training as well as theirperformanceinside theclassroom inline with TPD training spirit. The researchercollected the data byinterviewingthe secondary level trained teachersof publicschoolsof Ilamdistrict by using purposive non-random sampling and observing their classes.Two classes ofeach twenty secondary level English teachers were observedwith the help of checklist to find out classroom practice and they wereinterviewed in accordance withsemi structuredinterview schedule.Thisresearch shows that TPD training is essential inEnglish Language Teaching(ELT). It has played a significant role forprofessional development of teachers.The status of TPD trained teachers in all aspects of language teaching wasfound satisfactory. However, it wasfound that, teachers perceived it is difficultto practicethe training knowledge and skills inside the classroomdue toheterogeneous classroom,lack of teaching resource materials, working load atschool, lack of proper supervision, academic environment of school.
The study isdivided into five main chapters and other sub chapters. Chapterone includesintroduction of the study dealing with, background, statement ofproblem, rational of the study, objective of the study, significance anddelimitation of the study. Similarly, chapter two is concerned with the reviewof related literature andtheoreticalas well as conceptual framework. Likewise,chapter three deals with the methodology i.e. how the research work wascarried out such as design of the study, population and sample, samplingprocedure, tools for data collection, data analysis and interpretation procedure
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and so on. Chapter four consistsofresult and discussion and chapter fiveincorporates summary, conclusion and implication. On the basis of result, the
summaryand conclusion have been listed and in turn on the basis of them,some implicationsfor policy level, practice level and further research havebeen madein the fifth chapter. Eventually, References and Appendices followthe fifthchapter. The appendix part includes the research tools and otherinformation.
Description
Keywords
Teacher development, Pedagogical problems