Browsing by Subject "Teacher Education"
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Item Reflective Practices by English Language Teachers(Department of English Education, 2008) Khatiwada, YashodaThe present study aims to identify the reflective practices of English languageteachers. The research study was carried out using both primary and secondarysources of data. For primary data, I observed the classes of the twenty teachersof lower secondary and secondary level with a prepared checklist anddistributed them a set of questionnaire as well. After the study and analysis ofthe data, it was found that majority of the teachers were not aware of theimportance of reflective teaching for their professional development. It wasalso found that teachers were using very general ways of reflection like sharingwith colleagues, obtaining student feedback and conducting group discussion.However, majority of the teachers did not practice reflection in their teaching. The study is divided into four main chapters and other sub-chapters. The firstchapter of the study deals with the general background, the English languageteaching in Nepal, introduction of the reflection, reflective practice in teachereducation, importance of reflective teaching and approaches to developreflective practice. Similarly this chapter also includes the literature review,objectives and significance of the study. The second chapter deals with themethodology used in the study i.e. the sources of data, sample population,sampling procedure, tools for data collection, data collection procedures etc.The third chapter is the main part of the study which includes analysis andinterpretation of data. The last chapter encompasses with the findings andrecommendations made after the analysis of data. Eventually references andappendices are also given. The appendix part includes research tools and otherinformation.Item Role of Teacher Training for Teachers’ professional Development(Faculty of Education, 2012) Sitaula, SirjanaThe title of this research work isRole of Teacher Training for Teachers’ProfessionalDevelopment.Themain purpose ofthisstudywastofind out theviews ofteacherstowardsteachertraining as well as role of training forteacher’s professional development. To accomplish this study,a set ofquestionnaires and observation checklist wereprepared to find out teachersviews towardsroleof teacherstraining andfrom this research, I have foundthatmost oftheteachershave positiveviewstowards teacher training.I foundthat therewas avast differencebetween trained and untrained teachers in theirclassroom performance. Trained teachers were found excellent in all classroomactivities such as classroom management, motivating the student, confidence,presentation ability, evaluation technique,etc. thanthe untrainedones. I have divided this thesis intofour chapters.The first chapter deals with thegeneral background, literature review, objectives and the significance of study.The second chapter contains the methodology which is sub-dividedas thesources of data, sampling procedure,tools for datacollection, process of datacollection and the limitations of the study. The third chapter includes theanalysis and interpretation of the data obtained from the field. Thefourthchapter has the findings of the studyas well assome pedagogical implicationshave beensuggested based onthe findings of this study.Item Transfer of Nced Elt Training(Department of English Education, 2010) Joshi, Dipak Rajhe present research work entitled "Transfer of NCEDELTTraining" was aimedat finding out the degree of skills acquired by trainees, transfer of NCED ELTtraining, and effectiveness of ten months ELT training provided by NCED trainingcenters. For that purpose, ten English teachers were selected from Kailali districtwho had completed ten months training, and four classes of each of the teacherswere observed in natural setting. The observation was recorded in narrative formwith every details of activities, procedures, comments and suggestions, and laterconverted into observation form.The observation was later analyzed andinterpreted to find out the transfer of training in classrooms. The thesis consists of four chapters. Chapter one deals with general background ofin-service and pre-service teacher education, NCED training, literature review,objectives of the study and the significance of the study. Chapter two deals withthe methodology applied to conduct the research work. Chapter three consists ofanalysis and interpretation of obtained data. Chapter four consists of the findingsand suggestions of the study. The findings and recommendations have beenpresented on the basis of the analysis and interpretation of data. The suggestionshave been recommended to the policy makers, schools and teachers. The fourthchapter is followed byreferences and appendix.