Browsing by Subject "Teacher Training"
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Item A Comparative Study of Trained and Untrained English Language Teachers at the Secondary Level of Surkhet District(Department of English Education, 2007) Gyawali, Yadu PrasadThe present study aims at finding out the role of training in teaching English language and compare the teaching situation of trained anduntrained teachers in terms of students' motivation, presentation and practicestyle, methods and techniques followed by the teachers and evaluationsystem they adopted. The researcher collected the data by distributingquestionnaire and observing the classes of trained and untrained teachers byusing checklist. The researcher took thirtyteachers who are teaching Englishin the secondary level in Surkhet district in the government aided schoolsand community managed schools.He tried to maintain equal number oftrained and untrained teachers but unavailability of informants he tooktwenty trained teachers and ten untrained teachers from twelve secondaryschool of Surkhet district. This study shows that role of training is vital in teaching Englishlanguage and it has played great role for the professional, personal, quality,skill and all round development as well.Trained teachers status in teachingfield is better than untrained teachers, in every aspects of language teachingfrom students' motivation to evaluation system. The study is divided into four main chapters and other sub-chapters.Chapter one includes general introduction of the study. It also consists of review of related literature, objectives of the study, significance of thestudy and definition of specific terms. Chapter two deals with methodology, i.e. how the research wascarried out. The study is basedon both primary and secondary sources of data, population of the study, sample population, sampling procedure, toolsfor data collection and limitation of the study. Chapter three deals with analysis and interpretation of the collecteddata. The data were analyzed separately into two parts: (i) analysis andinterpretation of the data from checklist, and (ii) analysis and interpretationof data from questionnaire. The data have been interpreted by comparing thetrained teachers status and untrained teachers status and have been tabulated. Chapter four incorporates finding and recommendations. On the basisof the analyzed data findings have been listed and, in turn, on the basis ofthese findings some recommendations have been made.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 English Teachers’ Perception Towards Teacher Training: Teachers' with M.A. and M.Ed Degree(Department of English Education, 2014) Oli, Binod KumarThe present study entitled English Teachers’ Perception Towards Teacher Training: Teachers with M.A. and M.Ed. Degree is an attempt to find out English teachers’ perception towards teacher training who are teaching at higher secondary school in Kathmandu district and suggest some pedagogical implications.In theresearchwork,questionnaire is used as research tool in order to collect data. Forty English teachers teaching at higher secondary level in Kathmandu district were involved as informants in this study. I used purposive non-random sampling procedure to select English teachers and schools. The participants were requested to help me by responding to the questionnaire. The raw data obtained from them were analyzed and interpreted descriptively as well as using simple statistical tools. After analysis and interpretation of the data it was found that English teachers with M.A.and M.Ed. degree both have positive perception towards teacher training as it plays crucial role in teaching learning process .But they have suggested to improve practical aspect of English teacher training. The present study consists of five chapters. The first chapter deals with general background, statement of the problem, rationale of the study, objectives, research questions, significance of the study, delimitations and operational definition of the key terms. Chapter two deals with the review of the related literature, conceptual framework and implication of the review for study. Similarly, chapter three includes the design of the study, population and sample, sampling procedure, data collection tools, data collection procedure and data analysis and interpretation procedure.Chapter four consists of result and discussion. Finally, chapter five deals with conclusion and implications.Item In-Service Teacher Training for professional Development: Teacher's Perception(Faculty of Education, 2012) Khanal, SurendraThis research work entitled In-service Teacher Training for Professional Development has been carried out to find out the secondary level English language teachers' perception on current practices of such programmes for their professional development. I used non-random judgmental sampling procedures add selected fifteen secondary level English language teachers and five stakeholders from Khotang district. The data obtained from whom have been analyzed descriptively and interpreted using simple statistical tools. The study shows that most of the secondary level English language teachers have participated in the training and they have positive perception towards it. This thesis consists of four chapters. Chapter one is an introductory chapter. This chapter includes general introduction, review of the related literature, objectives and significance of the study. Chapter two deals with methodology adopted to carryout the research. It contains sources of data, sampling procedures, tools, process of data collection and limitations of the study. Chapter three consists of analysis and interpretation of the data. Chapter four deals with the major findings of the study drawn on the basis of analysis and interpretation of the collected data. It also deals with some recommendations made based on the major findings of the study. Finally, this chapter is followed by the references and appendices.Item Reading Comprehension Proficiency of Lower Secondary Level English Teachers(Faculty of Education Tribhuwan University Saptagandaki Multiple Campus Bhartapur, Chitwan, Nepal, 2016) Shrestha, Krishna KumarThis research work entitled Reading Comprehension Proficiency of Lower Secondary Level English Teachers has been carried out to find out the proficiency of lower secondary level English teachers For this propose the researcher selected the lower secondary level English teachers of eastern part of Chitwan district The researcher collected the data from the sampled population of thirty lower secondary level English teachers. The selected teachers were given test item containing three types of texts. All of them included subjective test (short questions answers) and objective (multiple choice, matching, ordering, ordering, and true or false). They were given test in their own schools. Their responses were administered classifying into trained and untrained and experienced above five years and below five years. Theirs scorers were tabulated on the basis of the text items and were analyzed in terms of mean (average) and difference in percentage. Their answers were also analyzed qualitatively and quantitatively. This thesis consists of five chapters. Chapter one is an introductory chapter. This chapter includes background information of the topic, statement of the problem, objectives and significance of the study. Chapter two consists of review of related literature and conceptual framework of the research. Chapter three deals with methodology adopted to carry out the research. It consists of data, sampling procedures, tools, process of data collection. Chapter four consists of results and interpretation of the data. Chapter five consists of the summary, findings and implications of the study. The final part of the study consists of references and appendices.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 Strategies for Professional Development: A Case of Secondary Level English Language Teachers(Department of English Education, 2011) Khanal, Tara PrasadThis research work entitled “Strategies for Professional Development: A Case of Secondary Level English Language Teachers” was carried out to find out the strategies adopted by secondary level English teachers for professional development. In order to collect the data, both primary and secondary sources were used. Primary data were collected through interview, questionnaire and observation. For the primary sources of data six secondary level English teachers teaching in different schools of Arghakhanchi district were selected by using simple random sampling procedure. The interview included both close as well as open ended questions. This research shows that every teacher is directly or indirectly benefited from the different strategies in order to develop their professional skills. The major findings of the study showed that the teachers having below 5 years of experience used self monitoring, workshops, conferences, seminars, learning from colleagues, peer observation and team teaching and their self experience as the strategies to develop professional skills. They also faced problems of classroom management, conflict management, using teaching materials, making lesson plans etc. They learned that the conferences, seminars and workshops helped them to manage the classrooms and using teaching items in the classroom. Likewise, the teachers having 5-10 years of experience used self monitoring, workshops, seminars, conferences, case studies, learning from colleagues, peer observation, team teaching, student-centred techniques and their self experience as the major strategies to develop their professional skills. They faced problems like conflict management, effective use of teaching materials, implementation of new teaching-learning theories like task-based language teaching. They also learned that self-experience as the major tool to develop professional skills. The teachers having above ten years of experience used self-monitoring, workshops, seminars, conferences, student-centred techniques and their self experience as the strategies to develop professional skills. They faced less problems in comparison to other teachers having less than 10 years of experience. They do not face problems regarding implementation of new theories or the use of teaching materials rather their personal problems are major hindrances for them during teaching. Apart from this, they also faced political inferences as their problems. The overall comparison of the study showed that the teachers having below 5 years of experienced faced problems regarding the implementation of techniques, handling the materials and making lesson plans whereas teachers having 5-10 years of experienced faced problems of effective implementation of such materials and teachers having above 10 years of experience faced personal and political inferences as their major problems in teaching-learning. This thesis has been divided into four chapters. The first chapter consists of the introduction of the study. This chapter consists of general background, review of the related literature and objectives and significance of the study. The second chapter deals with the methodology, sources of data, sampling procedure and limitations of the study. Similarly, the third chapter consists of the analysis and interpretation of the data collected by the researcher. Finally, the fourth chapter includes the findings and recommendations on the basis of analysis and interpretation of the collected data. References and the appendices have been presented at the end of the research.Item Teacher Support Group for Professional development: Teachers’ Perceptions(faculty of Education, 2014) Khulal, NishaThis study entitled 'Teacher Support Group forProfessional Development:Teachers'Perception'has been carried out to find out the secondary levelEnglish language teachers’ perception on Teacher Support Group (TSG) fortheir professional development. The primary data was collectedinthe fortysecondary level English language teachers from the Kathmanduvalley selectedby using the purposive sampling procedure i.e. non-randomjudgmentalsamplingprocedure. Thedata obtained from the respondents through the close-ended and open-ended questions wereanalyzed and interpreted descriptivelyusing simplestatisticaltools. Thestudyshows thatas with collaborativelearning in teacher development, almost all the teachers hadpositive perceptionon teacher support group for both teachers’ professional development andimproving class room practice. Theyalso expressed that TSG was crucial partofongoing teachers’ professionaldevelopment.Although there is no formalsystem of TSG, majority of teachers (80%) sharedideas, problems, experienceto one another to run their class smoothly through regular meeting. This thesis comprises five chapters. Chapter one is introductory one.It includesgeneral introduction,statement oftheproblem, rationale of the study,objectiveof the study,research questions,significanceof the study,delimitationsof thestudy,and operationaldefinitionsof the key terms. Chapter twodeals with thereview of the related study and conceptual framework with implicationsof thereview of the study.Similarly chapter three deals with the methodologyadopted to carry out theresearch. It contains design of the study, population ofthe study, sampling procedure, data collection tools, data collection procedures,analysis and interpretation procedure.Chapter four consistsof resultsanddiscussion.Chapter fivedeals with summary,conclusions and implications. Italso deals with implications in policy level, practice level and further research.Finally, this chapter is followed by the reference and appendices.Item Teacher Training for classroom management: A Narrative Inquiry(Department of English Education, 2019) Bist, Lokendra BahadurThe title of this research is teacher Training for Classroom Management: A Narrative Inquiry. The main objectives of this study were to explore the roles of teacher training for classroom management to promote the students learning,to investigate the challenges in the implementation of teacher training for classroom management and to suggest some pedagogical implications. The research is based on narrative inquiry research design and qualitative method in nature. The participants of this study were four secondary level English teachers who were selected purposefully. In-depth interview was used for the collection of data, and thematic approach was applied for the analysis and interpretation of the data. Furthermore, the study showed that teacher training program has brought positive change in the professional career of teachers.After attending the teacher training program, teachers are being able to design material, make use of the designed materials in the class, use various techniques while teaching, prepare and use lesson plan and manage the classroom properly. With the use of materials, new techniques, lesson plans and proper management of classroom, not only the students but also the teachers themselves are benefited. This thesis has five chapters. The chapter one includes background of the study,statement of research problem, objectives, research questions, delimitation of the research, significance of the study, and defining key terms. The chapter two contains the review of theoretical literature, review of empirical literature,implication of literature review and conceptual framework. Similarly, chapter three consists design and methods of the study, population, sample and sampling strategy, sources of data, data collection tool and technique, data collection procedures, data analysis procedures, and ethical consideration. Likewise, chapter four deals with analysis of data and Interpretation of the result. Finally, chapter five contains findings, conclusion and recommendations.Item Teachers’Perceptionson Teacher Training and its Usefulness(Department of English Language Education, 2017) Parajuli, GaneshThe study entitled Teachers’ Perceptions on Teacher Training conducted by NELTA and its usefulness in terms of professional development, critical thinking, lesson planning,teaching grammar through games, classroom management strategies,and classroom language. I used non-random purposive sampling procedure to select thirty-five teachers teaching in community schools in Kathmandu district. I used questionnaire including both closed and open-ended questions as the research tool. The major findings of there search showed that the teachers viewed that the teacher training provided by NELTAisthe most essential and inevitable for their professional growth. Most of the teachers responded that professional development training enhanced their professional qualities. Some teachers viewed that training on critical thinking was useful to develop critical thinking on their students. A good majority of the teachers responded that lesson planning training was fruitful to design effective lesson plan. Most of the teachers viewed that classroom managements trategiesem powered their classroom management skills.A large numbers of teachers responded that training greatly improved their confidence and skills to teach grammar through games. Similarly,almost all of the teachers viewed that training was applicable to use language based on students’ level,need and interest in classroom. This thesis consists of five chapters. The first chapter introduces background of the study, statement of the problem, objectives of the study, research questions,significance of the study, and delimitations of the study and operational definition of the key terms. The second chapter deals with review of the or etical literature, review of related empirical literature,implications of the review for the study and conceptual framework for the study.The third chapter incorporates design and method of the study,population,sample and sampling strategy, research tools,sources of data, data collection procedures, data ix analysis and interpretation procedures and ethical considerations. The fourth chapter deals with the analysis and interpretation of data. The fifth chapter presents the findings, conclusion and recommendations of this research indifferent areas such as policy related, practice related and further research related. References and appendices are included in concluding part of the thesis.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.Item Transfer of Teacher Training Skills in Teaching Mathematics: Present Status and Challenges(Central Department of Education Mathematics, 2019) Humagain, KumarThe training is considered as one of the most crucial components in ensuring effective mathematics teaching in Nepal, but the impact of teacher training has not so far been found to be up the desired level in teaching mathematics in our context. Many factors are said to be responsible for poor transfer of teacher training in the classroom delivery with this premise in mind, this research was undertaken in order to find the effectiveness of training programme in teaching mathematics at secondary level and factors affecting in the context of Nepal. This research was survey type involving 30 stratified random sampled schools, 15 untrained mathematics teachers, and 15 trained mathematics teachers. 140 students were taken as random sampling in which 70 students from 15 trained mathematics teachers' school and 70 students from 15 untrained mathematics teachers' school. Three sets of research tool, achievement test of students taught by trained and untrained teachers, teachers' interview schedule and classroom observation formwere used. By analyzing using achievement test, Mean achievement of the students taught by trained teachers is higher than the mean achievement of the students taught by untrained teachers. Therefore, mathematics achievement of students taught by trained teachers is significant. Overall environment sample school was observed and noted down. It was found that training factors such as poor relevancy of training components to the real need of the teachers, low level of proper and consistent practice law level of regular monitoring during practicum, lack of transfer strategy and non-training factors such as poor physical facilities of the school, lack of instructional materials lack of collaborative culture, heavy work load, weak monitoring follow-up support mechanism, low level of teacher dedication have inhibited training transfer in actual classroom.Item Transfer of Teacher Training: A Case of Primary Level Teachers(2012) Paudel, MurariThe present dissertation ‘Transfer of Teacher Training: A Case of Primary Level Teachers ’`is an attempt of the researcher to find out the state of transfer of training by trained primary teachers to classroom. The main objective was to examine the skills transferred by trained primary teachers from training to classroom. The researcher collected the data by observing the classes of trained primary teachers with the help of checklists and activities are also noted down on diary. The researcher selected twenty trained primary teachers from ten primary schools of Myagdi District by using purposive non random sampling method. The trained teachers were observed for three times each. This study shows that the role of training is essential as it plays significant role for the professional, personal quality, skills and overall development. Trained teachers’ statuses in classroom activities were seemed satisfactory but all the skills gained in training situations were not transferred into the classroom delivery. Their activities were needed to be improved. The study is divided into four main chapters and other sub-chapters. The first chapter deals with the general introduction, literature review, objectives of the study and the significance of the study. The second chapter contains the methodology which is sub –chaptered as the source of the data, sampling procedure, tools for data collection, process of the data collection and the limitation of the study. The third chapter includes the analysis and interpretation of the data obtained from the field. The last, fourth chapter has the findings and recommendations of the study. Eventually, references and the appendices are given. The appendix part includes research tools and other information.Item Transfer of Teacher Training: A Case of Primary Level Teachers(Faculty of English Education, 2012) Paudel, MurariThe present dissertation ‘Transfer of Teacher Training: A Case of Primary Level Teachers ’`is an attempt of the researcher to find out the state of transfer of training by trained primary teachers to classroom. The main objective was to examine the skills transferred by trained primary teachers from training to classroom. The researcher collected the data by observing the classes of trained primary teachers with the help of checklists and activities are also noted down on diary. The researcher selected twenty trained primary teachers from ten primary schools of Myagdi District by using purposive non random sampling method. The trained teachers were observed for three times each. This study shows that the role of training is essential as it plays significant role for the professional, personal quality, skills and overall development. Trained teachers’ statuses in classroom activities were seemed satisfactory but all the skills gained in training situations were not transferred into the classroom delivery. Their activities were needed to be improved. The study is divided into four main chapters and other sub-chapters. The first chapter deals with the general introduction, literature review, objectives of the study and the significance of the study. The second chapter contains the methodology which is sub –chaptered as the source of the data, sampling procedure, tools for data collection, process of the data collection and the limitation of the study. The third chapter includes the analysis and interpretation of the data obtained from the field. The last, fourth chapter has the findings and recommendations of the study. Eventually, references and the appendices are given. The appendix part includes research tools and other information