Collaborative Learning for Teachers’ Professional Development

Abstract

This research work entitled "Collaborative Learning for Teachers’ Professional Development” has been carried out to find out the attitudes of secondary level English language teachers towards collaborative learning and the school environment available to them for learning and practising collaboratively. The study was carried out considering the significance of the practice of collaborative learning in teachers’ professional development. The primary data was collected from the forty secondary level English language teachers from Pokhara and Kathmandu valley selected by using the nonrandom judgemental sampling procedure. The data obtained from the respondents through the questionnaire have been analyzed and interpreted using simple statistical tools. The study shows that almost all the secondary level English language teachers have positive attitude towards collaborative learning and majority of them are provided with a supportive and favourable environment for collaborative learning within their institutions. This thesis comprises four chapters. Chapter One deals with general introduction, review of the related literature, objectives of the study and significance of the study. Chapter Two deals with the procedure adopted to carry out the research. It contains information on the sources of data, population of study, sampling procedure, tools, process of data collection and limitations of the study. Chapter Three consists of the analysis and interpretation of the data. Chapter Four deals with the major findings of the study on the basis of the analysis and interpretation of the collected data. It also deals with some recommendations made, based on the major findings of the study. Finally, Chapter Four is followed by the references and appendices.