Use of critical incidents analysis as a strategy of teacher professional development
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Department of English Education
Abstract
This study is on Use of Critical Incident Analysis as a Strategy of Teacher
Professional Development. The purpose of this study was to explore the perception
and practice of Critical Incident Analysis in ELT classroom. I used non-random
purposive sampling procedure to select 30 secondary level English teachers from
community and institutional schools in Dhanusha and Mahottari district. I used
questionnaire as a tool to collect the data. The collected data have been presented and
interpreted qualitatively. The major findings of the research showed that about 83
percent of the selected teachers were aware of CIA and its procedure whereas less
than 50 percent of the teachers practiced CIA for their professional development.
However, most of the teachers had positive attitude to CIA and they perceived that
CIA had significant role in TPD.
This thesis has been divided into five chapters. The first chapter deals with
background of the study, statement of the problem, objectives of the study, research
questions, significance of the study, delimitations of the study and operational
definitions of the key terms. The second chapter incorporates the review of related
theoretical and empirical literature, implication of the review of the study and
conceptual framework. The third chapter deals with the methods and procedures of
this study. Similarly, the fourth chapter encompasses analysis and interpretation of the
data. Fifth chapter deals with findings, summary, conclusion and recommendations of
the study. And in the final section, references and appendices are included.