Teachers Professional Development at Public Campuses: Attitude and Practice

Authors

  • Dinesh Panthee Graduate school of Education, Tribhuvan University, Sahid Narayan Pokharel Campus, Rupandehi

DOI:

https://doi.org/10.3126/mef.v9i0.33586

Keywords:

Professional development, public campuses, lifelong learning, constructivism model, instructional techniques

Abstract

 Teacher Professional Development is a process of improving both the teachers' academic excellence and acquisition of greater competence and efficiency. It helps to develop various kinds of professional skills, knowledge, techniques, and ICTs used in teaching and learning. The purpose of this study was to find out the attitude and practice of teachers on teacher professional development in public campuses. It also aimed to find out the existing policies and provisions regarding the modalities of teachers' professional development at public campuses. This study was based on a qualitative research design with phenomenological methods. The participants of the study were two teachers of the different public campuses of Rupendehi district. They were selected using a purposive sampling method. The data were collected by taking in-depth interviews of the participants using unstructured guideline questions. The interview questions were directed to the participant's experiences, feelings, beliefs, and convictions about the theme in the research questions. The findings of this study revealed that teachers’ professional development is the most important factor for improving teachers professionally, academically, and technically but professional development activities of the public campuses are not satisfactory.

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Author Biography

Dinesh Panthee, Graduate school of Education, Tribhuvan University, Sahid Narayan Pokharel Campus, Rupandehi

M.Phil scholar

Assistant Professor

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Published

2019-12-22

How to Cite

Panthee, D. (2019). Teachers Professional Development at Public Campuses: Attitude and Practice. Molung Educational Frontier, 9, 65–76. https://doi.org/10.3126/mef.v9i0.33586

Issue

Section

Research Articles