Transfer of Teacher Training Skills in Teaching Mathematics: Present Status and Challenges

Abstract

The training is considered as one of the most crucial components in ensuring effective mathematics teaching in Nepal, but the impact of teacher training has not so far been found to be up the desired level in teaching mathematics in our context. Many factors are said to be responsible for poor transfer of teacher training in the classroom delivery with this premise in mind, this research was undertaken in order to find the effectiveness of training programme in teaching mathematics at secondary level and factors affecting in the context of Nepal. This research was survey type involving 30 stratified random sampled schools, 15 untrained mathematics teachers, and 15 trained mathematics teachers. 140 students were taken as random sampling in which 70 students from 15 trained mathematics teachers' school and 70 students from 15 untrained mathematics teachers' school. Three sets of research tool, achievement test of students taught by trained and untrained teachers, teachers' interview schedule and classroom observation formwere used. By analyzing using achievement test, Mean achievement of the students taught by trained teachers is higher than the mean achievement of the students taught by untrained teachers. Therefore, mathematics achievement of students taught by trained teachers is significant. Overall environment sample school was observed and noted down. It was found that training factors such as poor relevancy of training components to the real need of the teachers, low level of proper and consistent practice law level of regular monitoring during practicum, lack of transfer strategy and non-training factors such as poor physical facilities of the school, lack of instructional materials lack of collaborative culture, heavy work load, weak monitoring follow-up support mechanism, low level of teacher dedication have inhibited training transfer in actual classroom.