Browsing by Subject "Novice teachers"
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Item Current Practices of Teacher Induction for Professional Development(Department of English Education, 2015) Yadav, Kalicharan PrasadThis research work entitled‘Current Practice of Teacher Induction for Professional Development’. It aimed to find out the current practices of teacher induction for the secondary level teachers and school principals in their professional development and to explore the challenges faced by the novice teachers due to the lack of teacher induction. The respondents for the research were selected by using non-random purposive sampling procedure. For the research study, the primary data were collected from the fifteen teachers and five principals working in secondary schools in Kathmandu valley. For the purpose of data collection, structured interview was used as the tool among the teachers as well as principals. The collected data from the respondents were analyzed and interpreted descriptively.The major findings of this study included that, the teachers were not induced in their profession, there was no formal provision of teacher induction and they were fond facing the problems like selection in material, adjust in new environment, lack of confidence, high level of hesitation, interaction with students/parents, and fluency in language and lack of literacy sense. This thesis has been divided into five different chapters. The first chapter deals with background of the study, statement of the problem, rationale of the study,objectives of the study, significance of the study, delimitations of the study and operational definition of the key terms. Similarly, the second chapter consists of the review of the theoretical literature, review empirical research, implications of thereview for the study and conceptual framework for the study. The third chapter deals with the methodological aspect under which design of the study, population and sample, sampling procedures, data collection tools, data collection procedure and data analysis and interpretation procedure have been included. The fourth chapter focuses on the analysis and interpretation of data and summary of the findings. And the fifth chapter of the study consists of summary, conclusions and implications of the study in policy making level and practice level with some directions for the further research.Item Knowledge and Practice of Learner-Centered Technique: A Case of Novice Teachers(Department of English Education, 2015) Chand, Birendra BahadurThe present research study entitled“Knowledge and Practice of Learner-Centered Technique: A Case of Novice Teachers” aimed to explore the novice teachers’ knowledge and their practice on learner-centered techniques based on learners’ individual differences, teaching context, instruction and evaluation technique and warming up activities used in the classroom. To meet the objectives of this research study, I purposively selected 20 secondary level novice English teachers from 20 schools of Kathmandu valley. Twenty secondary level schools were selected as sample for this study. One novice teacher from each school was selected for this study. Novice teachers’theoretical knowledge on learner-centered techniques based on learners’individual differences, teaching context, instruction and evaluation technique and warm up activities were explored through the help of open-ended andclosed-ended questions and in order to find out their procedural or practical knowledge teachers were observed in their classroom. For this purpose questionnaire and classroom observation checklist were used as research tools.Findings of the study showed that there wasnot coordination between novice teacher’s theoretical knowledge on learner-centered techniques and classroom performance. I found contradiction between the data collected from questionnaire and classroom observation checklist. This thesis is organized into five chapters. The first chapter deals with the background of the topic, statement of the problem, objectives of the study,research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter includes review of related theoretical literature, review of related empirical literature, implication of the review for the study and conceptual framework. The third chapter covers all the areas of methodology. Likewise, the fourth chapter presents the analysis and interpretation of results and the fifth chapter includes conclusions and recommendations followed by references and appendices.Item Novice Teachers' Experience and Perceived Challenges in Teaching Grammar(Department of English Education, 2018) Yadav, Manoj KumarThis research is as entitled Novice Teachers' Experiences and Perceived Challenges in Teaching Grammar. The main objectives of this study were to find out the experiences of novice English teachers in teaching grammar and their perceived challenges in teaching grammar. The sample populations of the study were selected by using purposive non-random sampling strategy. Forty secondary level novice English teachers of twenty different schools of Siraha district were taken as the respondents of the study. To fulfill the objectives, questionnaire was used as a tool to obtain the data. The collected data were analyzed in both descriptive and interpretative ways following simple statistical tools such as frequency count and percentage. The research findings showed that the novice teachers taught grammar by presenting rules and structure, pair and group activities, text-book exercises and providing texts for practicing grammar. Similarly, it has been found that more than 70 percent of the selected teachers perceived that they faced challenges in engaging students in pair and group work, role play, simulation, providing appriopriate materials, and contextualizing grammar items in grammatical errors. In the same way, they faced challenges in using the skills learnt in their college study, managing students' mother tongue, selecting and using supplementary exercises, managing classroom practice tasks, and using more inductive activities in the classroom. This study has been subsumed in five chapters. The first chapter consists of 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. The second chapter deals with the review of related theoretical literature, review of empirical literature, implications of the study and conceptual framework. The third chapter deals with design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures and data analysis procedures. The fourth chapter consists of analysis of data and interpretation of results and the summary of findings. The fifth chapter consists of conclusion and recommendations. Recommendations have been presented in policy related, practice related and further research related. The final part of the study consists of references and appendices.Item Opportunities and Challenges of Novice Teachers for their Career Development in Community Schools(Department of English Education, 2021) Chaudhary, ChameliThe research work entitled Opportunities and Challenges of Novice Teachers for their career development in Community Schoolswas an attempt to find out the opportunities of the novice teachers for their career development and challenges they faced in initial teaching phase. The study followed narrative inquiry research design. Four participants were selected from four different community schools of Bardiya district to get the data for the study. A set of guideline questions and outline for classroom observation were prepared as major tools for collecting required data. Semi-structured interview was conducted to elicit required information form respondents and their classes were observed on the basis of classroom observation outlines. Thematic approach was used to analyze and interpret the collected data. Further, the data were interpreted under different themes and sub-themes. After the analysis and interpretation of the data the major findings are derived. The major finding of this study shows that novice teachers did not get opportunity for their career development, they did not get opportunity to participate in professional development activities neither get any supportive programmes from school administration. They were not given any teacher trainings during their teaching career to grow professionally. This shows that rural areas’ community school novice teachers are not given opportunity for their career development. They did not receive even mentoring programme. Similarly, this study found that novice teachers encountered with many challenges regarding classroom management, establishing good relationship with students and co-workers, addressing linguistic diversified students’ needs. They faced difficulties in implementing theoretical knowledge in the real classroom. This thesis has been organized into five chapters. Chapter one consists of background of the study, statement of the problems, objectives of the study, significance of the study, delimitations of the study and operational definitions of the key terms. Chapter two consists of review of related literature, review of theoretical literature, review of empirical literature;implication of the studyand conceptual framework. Chapter three consists of methodology. Design and method of the study, population, sample and sampling strategy, research tools, sources of the data are the topics. In the same way chapter four deals with results and discussion,which includes analysis and interpretation of the obtained data from respondents’ narrative stories and classroom observation diary and chapter five includes conclusion and recommendations. References and appendices are included at the end of this work to make the research more valid.Item A Study on classroom Activities adopted Bynovice Teacherstoteach Speaking Skill(Faculty of Education, 2014) Shahi, Dambar BahadurThis research entitled "A Study on Classroom Activities Adopted by NoviceTeachers to Teach Speaking Skill" is an attempt to find out the classroomactivities of secondary level novice teachers to teach speaking skill. This studyfollowed survey design. It consisted of both primary and secondary sources ofdata.Ten teachers of secondary level school and thirty students of the samelevelwere sampledby purposive non random sampling procedure. I used bothquestionnaire and observation checklist as tools to collect the data. It wasfound thatthemajority ofthe teachers used open-ended cues in the classroomandprovided ample exposure to the learners toteachspeaking skill.However,a very few number of classes had the provision of language games to facilitatethe teaching of speaking skills. Similarly, a minority of teachers were aware inbuilding situational context to use the language item in the classroom. This thesisconsists offivechapters. The first chapter deals with theintroduction of the topic in whichbackground, statement of the problem,rationale of the study, objectives of the study, research questions, significanceof the study, delimitations of the study, and operational definitions ofthe keyterms.The second chaptercoversreview of the related literature, implicationsof the review for the study, conceptual framework, and theoretical framework.The third chapter deals withthedesign of the study,population and sample,sampling procedure, data collection tools, datacollection procedure and dataanalysis and interpretation procedure. Likewise, the fourth chapter aims atpresenting the resultanddiscussion. Fifth chapter deals with summary,conclusions, and implicationsfollowed by references and appendices.