Abstract
Inadequate transfer of knowledge, skills, attitudes and behaviours from the training environment to the workplace environment has emerged as a global issue. Teachers’ training has not been an exception. Available literature on teacher training indicates that the contribution of training can be assessed at least on six dimensions- quality, access, equity, efficiency, teacher development and overall school development. Studies conducted in the area of teacher training or teacher professional development in the context of Nepal are also evident of lack of sufficient transfer of knowledge and skills from training to workplace. There are several factors facilitating or inhibiting the extent of such transfer. Research shows that the training of teachers has contributed and can positively influence quality of education if stakeholders are made aware of and well informed about the quality and relevance of training and development interventions carefully designed and implemented for the capacity development of teachers, teacher educators or trainers. This article has been derived from the synopsis of a comprehensive study conducted in Nepal and concluded in March 2010. Data bases of 4033 trained teachers of 45 schools from 25 sample districts were studied. This study was a blending of quantitative as well as qualitative approaches. Nine education experts and 22 field researchers were involved. The author was the team leader of the study. The only academic purpose of this article is to inspire excellence in teaching, learning and performance by means of professionalism and capacity building of teachers, teacher trainers and their employers. DOI: http://dx.doi.org/10.3126/jtd.v1i0.13084 Journal of Training and Development Vol.1 2015: 9-14
Highlights
The purpose of this study was to assess the contribution of teacher training programs to different aspects of education development, including quality of teaching and learning, in the schools of Nepal
The key question that prompted this study was “What contributions have been made by the teacher training programs to the development of school education in
Nepal?” Six thematic areas of possible contribution were derived from the purpose and scope of the study to address the key question and nine other subsidiary research questions included in this study
Summary
Trends showed that most authentic of the literature could be categorized basically under three major clusters: literature compiled under different reform oriented commissions or government documents, experience or observation-based technical reviews or assessments and limited field based research studies Almost all of these studies were found to have been carried out in a ritualistic fashion as if they were commissioned to comply with the program targets. Major gaps of those studies could be identified thatthese studies were carried out mostly by commercial motives and did not constitute fundamental studies to add significantly to the knowledge base, the studies were not comprehensive to include important aspects of teacher training, they lacked in both theory and practice based significance, they largely failed to pay attention to the actual behaviour patterns of trained teachers Those studies have in general not covered the environment under which the trained teachers have to work in schools, and above all, none of those studies examined teacher training from the perspective of its impact on the various aspects such as quality, access, equity, efficiency, teacher development and overall school development as the major aspects of education system development as a whole. All of these teachers had attended ten months' teacher training over the past 10 years or before
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