Author(s): Dr. T. Karunakaran | Tika Ram Bhatta
Journal: The Dawn Journal
ISSN 2277-1786
Volume: 02;
Issue: 02;
Start page: 478;
Date: 2013;
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Keywords: Teacher education | Teacher training | primary level
ABSTRACT
This article is an outcome of a mini research conducted among 15 primary teachers who are currently teaching English at the primary level in the state funded schools in Kathmandu in Nepal. Basically, it deals with the deplorable condition of the primary teacher education in the country. The main focus of the study is on the English language teachers’ thirst for their professional as well as English language development which has indeed confined to a bottle-neck situation for many reasons. The finding shows that primary English teachers are much willing to develop their language skills but their interests are frozen to death since there is no one to listen to their demands. It has been found that the pre service trainings has been of no use since the subsequent placement is a nightmare and the in service training never focuses on language development domain. Further, it was found that neither the trainers nor the supervisors assist language teachers after the training. On the whole, the training seems to be merely a formality rather than it being intended for the development of the primary level English language teachers.
Journal: The Dawn Journal
ISSN 2277-1786
Volume: 02;
Issue: 02;
Start page: 478;
Date: 2013;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Teacher education | Teacher training | primary level
ABSTRACT
This article is an outcome of a mini research conducted among 15 primary teachers who are currently teaching English at the primary level in the state funded schools in Kathmandu in Nepal. Basically, it deals with the deplorable condition of the primary teacher education in the country. The main focus of the study is on the English language teachers’ thirst for their professional as well as English language development which has indeed confined to a bottle-neck situation for many reasons. The finding shows that primary English teachers are much willing to develop their language skills but their interests are frozen to death since there is no one to listen to their demands. It has been found that the pre service trainings has been of no use since the subsequent placement is a nightmare and the in service training never focuses on language development domain. Further, it was found that neither the trainers nor the supervisors assist language teachers after the training. On the whole, the training seems to be merely a formality rather than it being intended for the development of the primary level English language teachers.