Professionalism Among Mathematics Teacher in Nepal

Abstract

This study has explored the professional practices of mathematics teachers’ throughout their involvement in teaching and other professional development activities. It has also reflected on the facilitating as well as impeding factors in mathematics teachers professional development. In order to achieve the objectives, I conducted three FGDs, six KIIs and five IDIs with mathematics teachers, teaching in secondary level at the public and private schools of Ghiring Rural Municipality of Tanahun district. The data obtained from those tools were analyzed thematically and interpreted by using the grounded theories with phenomenology since professionalism mostly based with lived experience. The information obtained from the participants depict the professional status of mathematics teachers due to their narrow technical focus without having a boarder contextual understanding, quantitative and qualitative imbalances in the professional market. Their poor teamwork, lack of content, context, and conditions of pedagogy and mismatch with pupils' need. The impending factors as this study found were a common set of education and training, and low level of respect from the public at large. Teachers of mathematics education were also paid considerably less than expected other subject teacher and mainstream professions. The excessive politicization of public education has had a profound impact on decreased level of their accountability and seriously affected their commitment and motivation. Poor motivation and lack of accountability is widely reported as the problems in professional development. It implies that teachers need to be prepared as professional first. At the same time they are supposed to be supported by the concerned authorities in order to fulfill their basic and safety needs. This can be started right from school and expand to the teachers professional community.