Implementation of TPD training in english language teaching
| dc.contributor.author | Bhandari, Gita | |
| dc.date.accessioned | 2023-05-19T04:37:11Z | |
| dc.date.available | 2023-05-19T04:37:11Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | This research entitled Implementation of TPD Training in English Language Teaching was carried out to explore implementation and find out if the TPD training is helped by teachers or not. The present study was based on survey research design. To meet the objectives of the research, forty informants were selected using random purposive sampling strategy. A set of questionnaire consisting of both close ended and open ended question was used as tools for collecting data. The collected data were analyzed described statistically and descriptive. From the study, it has been found that teachers found themselves as highly motivated to apply new methods and techniques in teaching after the TPD training. This research shows that TPD training is essential in English language teaching (ELT). It has played vital role in their professional development of teachers. The status of TPD trained teachers in all aspects of language teaching was found satisfactory. According to them, training brought some remarkable changes in their preparation and use of teaching materials in language classroom e .g. using usually available and low cast materials, using games for teaching. After analyzing and interpreting the data, it was found that on the teachers are trained but the skill and knowledge obtained from the training are not applicable sometimes large classroom, school environment diversity or students many cause and difficulty. This thesis is organized into five chapters. The first chapter deals with the introduction of the study along with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of key terms. The second chapter contains the review of related literature, implications of the review of the study and conceptual framework. Similarly, the third chapter includes methods and procedures of the study. Likewise, the fourth chapter deals the analysis and interpretation of the data. Finally, chapter five comprises the findings, conclusion and recommendation in the policy related, practice related and further researches. At the end, the references and appendices are included. | en_US |
| dc.identifier.uri | https://elibrary.tucl.edu.np/handle/20.500.14540/17181 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Department of English Education | en_US |
| dc.subject | TPD training | en_US |
| dc.subject | Teaching skills | en_US |
| dc.subject | Pedagogical implications | en_US |
| dc.title | Implementation of TPD training in english language teaching | en_US |
| dc.type | Thesis | en_US |
| local.academic.level | Masters | en_US |
| local.institute.title | Central Department of Education | en_US |
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