Strategies Adopted by Secondary Level English Teachers for their Professional Development: A Narrative Inquiry

Abstract

This studyisentitledas“Strategies adopted by Secondary level Englishteachers for their Professional Development: A Narrative inquiry”. The mainobjectives of this research study were to identify the strategies adopted by secondarylevel English teachers for professional development, to explore thechallenges facedby secondary level teachers while applying those strategies and to suggest somepedagogical implications for teacher professional development. Narrative inquiry wasthe research design of the study. Only fivesecondary level Englishteachers teachingin communityschools in Sindhupalchok district were selected as the sampleof thestudy.The teacher respondents were chosen through purposive sampling procedure.The datawas analyzed and interpreted bythematic approach, employing in-depthinterview as a tool of datacollection. Itwas found that strategies adopted by teachersare self-monitoring, case analysis, keeping teachingjournal,keepingportfolio,conducting action research ,attending workshops andconferences. The teachers viewed that the strategies they adopted in their teachinghelp them to enhance the professional carrier and make teaching learning activitiesmore effective. Moreover, while using thosestrategies secondarylevel teachers facedmultiple challenges such as class management, time management, resourcemanagement, nativelanguage interference, less technical facilities fromadministration. This thesisis divided into five different chapters. The first chapter deals withan introduction of thestudy. Itconsists of the background of the study, statement ofthe problems, objectives of the study, research questions, limitations of the study andoperational definitions of key terms. Likewise, thesecond chapter deals with thereview of theoretical as well as empirical literature. The third chapter deals with themethods and procedure of the study. It consists of research designof the study,population and sample, sampling procedure, tools of data collection and process ofdata collection.Similarly, thefourth chapter displays analysisand interpretationofresults. Moreover, the last chapter involves conclusion and recommendations atvarious levels i.e policy level, practice level and further research. The references andappendices are mentioned at the end.This study will provide insights to ELT teachers,teachereducators, material and curriculum designer, policy makers informulating right kinds of planning and policies in the field of English Language Teaching inNepal.