Observation of the Novice Teachers' Performance by Experienced Teachers

Abstract

The present research study entitled 'Observation ofthe Novice Teachers' Performanceby experienced teachers'aimedto explore the views of experienced teachers aboutnovice teachers' classroom performanceinhigher secondarylevel. I have analyzed theclassroom performance of novice teachers on the basis of comments provided or pointedby experienced teachers. For this, I purposively selected twenty novice teachers who havenot crossed one year of real teaching experience and ten experienced teachers fromdifferent schools who have taught two or more than two years in different school ofKathmandudistrictby using purposive non-random sampling procedure.I preparedchecklists for novice teachers’ classroom performance with some criteria andquestionnaire to find out the perception of experienced teachers. From the study, it wasfound that repetition the same thing manytimes; more nervous even they have properknowledge, morefocus ontechniques not in the context, no coherence and cohesion inpresenting the lesson. Mainly, 80% novice teachers were found in poor condition forclassroom performance, mostly in the use ofthe teaching material, supplementarymaterial and giving encouragement. From the responses of experienced teachers, it wasfound that somehow same (like above mentioned) and the training provided by FOE isgood, but it should be contextual. This study consists of four major chapters. The first chapter deals with theteachertraining in the context of Nepal, necessity of teachers' professional development, featuresof teacher development,introductionof novice and experienced teacher with theircharacteristics and the ways of novice teachers' professional development, review of therelated literature, objectives of the study, and significance of the study. The second chapter includesmethodology adopted to bring out this research work. While carryingout this work, the data was collected from both primary and secondary sources wherenovice and experienced teachers remained as the primary source. The third chapterpresents the analysis and interpretation of perception of experienced teachers towardsnovice teachers' classroom performance. In this chapter, primarily, the experiencedteachers' perceptionsarepresented. The fourth chapter includes findings andrecommendations made upon the analysis and interpretations of the data. Finally,references and appendices areputin the concluding chapters.