Collaborative Learning for Teachers’ Professional Development
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Department of English Education
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.