Teacher Professional Development

Competency Base Approach to
Teacher Professional
Development (TPD)
Prepared by: Dinesh Timilsina
Roll No: 76127001
Nepal Open University
Teacher professional development(TPD):
Teacher development is the professional growth a
teacher achieves as a result of gaining increased
experience and examining his or her teaching
systematically. (Glatthorn 1995)
 TPD is the body of systematic activities to prepare
teachers for their job, including initial tranning,
induction courses, in-service tranning and
continuous professional development within
school settings. (OECD 2010)
Objective of Teacher Professional
Development (TPD) in Nepal
To motivate teachers to learn.
To enhance their professional competency.
To perform better inside the classroom.

Teacher professional development: Need
and significance
In the period of drastic
changes that occur day
by day in all walks of life,
teachers should go on
updating their
knowledge as well skills
related to teaching.
Changes in child psychology
The teacher who is not capable
of reading the mind of student
will be a poor teacher.
So he should update his
knowledge related to child
growth and development,
adolescent characteristics etc.
Change in attitude of students
Todays students are different
from the student of the olden
days, and tomorrow's will show
higher degree of difference.
If the teacher is not able to
catch the changes in the
attitude of the student of
different eras, he will be
thrown out of the stream.
Change curriculum and learning experience
The curriculum should be
flexible and dynamic,
which demands the
teachers go on updating
their idea on the aims and
objectives of the latest
curriculum and syllabus.
Teaching learning process
The teacher should be
able to make use of latest
methodologies for the
transaction of the
learning materials.
He should know how to
manage group activities
and brain storming
sessions effectively.
Roles and responsibilities of teachers
Regularly attend and remain in the school in the specified
time;
Complete the teaching as per the curriculum
Evaluate the capacity of each child to learn and read, and
give necessary guidance to motivate the student toward
learning and reading;
Hold regular meetings and discussions with guardians or
children
Make the children and their guardians or communities
aware of the right of all children to obtain free and
compulsory basic education;
Provisions for professional
developments of teacher
Pre-service training
Training Provided Before Entering The
Profession
The Basic Skills Of Teaching,
Basic Psychological Theories,
Basic Qualification For Teaching,
Skill Of Classroom Management Etc.
Eg. Bed.
In-service training
Training provided after entering the profession
For updating the knowledge and basic skills of
teaching, child psychology, source of knowledge etc,
on accordance of changes occurred in all these
departments.
Self development
Teachers can update themselves by indulging in
dynamic reading, browsing online, consulting experts
in different fields, making trips, conducting interviews
with parents and teenagers, observing the routines of
own children etc.
Structure of the 10-day TPD Program
Information and communications technology to
support teacher development in Nepal
ICT in education
Teachers were trained on how to use laptops in
classroom teaching and learning for various subjects
and grades.
The Distance and Open Learning Division of National
center for educational development(NCED), also
utilizes ICT for teacher and trainer orientation
through TV and radio.
The Nepal Open University offers online based MEd
and BEd courses.
ICT competency…
To use information and communication technology
for learning assessment and feedback
To select and utilize integrated learning strategies of
ICT to facilitate effective learning
To develop digital materials and make use of available
materials according to the needs of learners
Objectives of the TPD Framework
Improving teacher competence and motivation
through the provision of need based and result
oriented teacher development programs.
Encouraging self-initiative for improving teacher
competence so as to bring visible change in the teacher
behavior.
For improving the instructional process and
contributing to enhancing student learning.
Teacher competency standards:
Domains
Content knowledge
Pedagogical knowledge
Knowledge about children/learners
Learning environment and classroom environment
Communication and collaboration
Continuous learning and professional development
Information and communication technology
Implementation modality
NCED has already started to reform teacher training and
professional development programs
Teacher development framework, 2016 had been approved along
with teacher competency standard
The following provision has been made in TPD framework 2016

Use of ICT in teacher professional development
Focus on ICT based learning materials
Inclusion and enhancement of ICT in teacher training and other
TPD programs
Wide extension of basic teacher training on ICT Provision for
online training
Planning for school based experience
Opportunity for practice: trainees plan for practice
during first month after the training.
Individual trainee taking the responsibility: share the
learning with the Head Teacher and collaborate it in
practice phase.
Head Teacher to verify the completion of assignment.
Trainers report back with appropriate
evidences( report, photo or video; portfolio etc.)
Further steps
Reviewing, finalizing and approving the training
curriculum
Developing self learning courses and materials
Reviewing, revising and finalizing training materials
Extending collaboration with universities and TSC

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Competency Base Approach to

To enhance their professional competency.

To perform better inside the classroom.

The following provision has been made in TPD framework 2016

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