Teachers’ Perceptions on the Use of Portfolio as a Tool for Teacher professional Development

Abstract

The research study entitled Teachers’ Perceptions on the use of Portfolio as a tool for Teacher Professional Development was carried out to find out practice of teaching portfolio as a strategy for teachers' professional development. The study consisted of primary and secondary sources of data. For primary data, thirty English teachers of secondary level were selected from Kathmandu district and schools were selected by applying purposive non-random sampling procedure. During the period of data collection, I distributed the questionnaire. It was found that most of the teachers are aware of teaching portfolio and professionalism. The teachers viewed that professionalism could be well developed when they actually adopted teaching portfolio for their own learning and the portfolio provides extra teaching spirit and confidence to the teachers. This study consists of five chapters; introduction, review of related literature and conceptual framework, methods and procedure of the study, results and discussion and summary, conclusion and recommendations. Chapter 1 presents the general background, statement of the problem, rational of the study, objective of the study, research questions and hypothesis, significance of the study, delimitation of the study and operational definition of the key terms. Chapter 2 deals with the review of the related literature, implication of the review for the study, theoretical and conceptual framework. In the same way, Chapter 3 includes the design of the study, population and sample, sampling procedure, tools for data collection and process of data collection. Similarly, Chapter 4 represents the result and discussion/interpretation part of the research work. Moreover, the last chapter involves the summary, conclusion and recommendations at various levels i.e. policy level, practice level and further research. The references and appendices are mentioned in the end.