Application of teachers’professional development Training in English Classroom

Abstract

The thesis entitledApplicationofTeachers’Professional Development Trainingin English Classroom aimsto find out the status of the applicationofTPD trainingby secondary levelEnglish teachers in classroom teaching. In order to achieve thisobjective, the study was conducted incorporatingmixedresearch designs.Thesecondary level English teachers of community school in Ilam district were thepopulation of the study. From thispopulation, ten secondary level Englishteachers from ten different secondary level public schoolswere taken as thesample by using simple random sampling method. Questionnaire andobservation checklist were the toolsusedto collect the data. As the studycontains both the qualitative and quantitative data, the qualitative data weredescribed and analyzed in narrative style. Quantitative data were analyzed andinterpretedstatisticallywith the help of simple statistical tools like percentageand were presented and displayed in different tabular form.All the teachersunderstudy were qualified with the required minimum level of academicqualification (B. Ed.) set for the secondary level. The teachers involved in thestudy were experienced in teaching with more than three years to more thanfifteen years. In their job position, only 30 percent of them were permanent.Allthe teachershadreceivedTPD training. In relation to the application of TPDtraining in the classroom, the teachers were good in subject matter. Theirpresentation was in sequence and their teaching was based on the context alongwith the use of appropriate examples. In terms of language use, in many cases,they were foundusing Nepali language in class as medium of instruction.Regarding the teaching learning process of the teachers, the teachers'performance in evaluating the students’learning achievement was foundto beweak.Sorest of the activities (like students’participation, teachers’ role,teaching strategies, systematization of the methodology as well as the way ofproviding feedback) was foundto begood. None of the teacher was foundusing visual aids in the classroom. The teachers were not found interested toteach and the students were not interested to learn with active participation inthe classroom. The control of the class and the eye contactto the students by ix the teachers was also poor. As a whole, the entire expected behavior of theteachers at the classroom was poor how it actually should be as a trainedteacher. The thesis has been divided intofivechapters. The first chapter is theintroduction, which contains general backgrounds, statement of problems,objectives and significance of the study. The second chapter contains theliterature review. The third chapter contains research methodology andprocedure in which the sources of data, sampling procedures, tools for datacollection, process of data collection and limitations of the study is discussed.In the same way, the fourth chapter has dealt with result and discussion andfinally, the fifth chapter contains summary, conclusion, and the study.