Role of Critical Incident for Professional Development of Teachers of English

Abstract

The present study entitled Role of Critical Incident for Professional Development of Teachers of English aimed to find out teachers' perception about analysis of critical incident for teachers professional development. It also aimed to analyze the practices of teachers critical incident reflected in teaching, and to suggest some pedagogical implications. The research study was mainly based on the primary sources of data collected from teachers of secondary school of Jhapa district. The schools were selected by using purposive sampling procedure. The data were collected with the help of questionnaire. The systematically collected data were analyzed and interpreted discriptively and analytically. This study shows that almost all the secondary level English language teachers had positive attitude towards critical incident analysis, though some of them were not much familiar with it. This study found that there was a gap between teachers' knowledge, attitude, and classroom practices. English language teachers considered that critical incident analysis is an effective means for their professioal development but its practice in their professional field was found to be rare. This study consists of four chapters. The first chapter deals with general background of the study, review of related literature, objectives of the study, and significance of the study. The second chapter deals with the methodology used in the study, i.e. sources of data, population of the study, sampling procedure, tools of data collection, process of data collection, and limitations of the study. The third chapter presents the systematically collected data which have been analyzed and interpreted descriptively and analytically. The fourth chapter deals with the major findings and suggestions based on the analysis and interpretation of the data. The fourth chapter is followed by the references and appendices.