Gap Between Pre-service and In-service Teacher Training: Lesson for Teacher Professional Development

Abstract

This study was conducted to analyze the extent to which the assumptions of TPD model have been practiced in 'teaching practice' program of faculty of Education, Tribhuvan University. How the 'collaborative and refl ective learning', one among many skills of school teacher, has been cultivated in pre-service training, i.e. teaching practice of B.Ed program, that need to be advanced in TPD and practiced in teaching was studied with mixed method approach in a total of 18 students. The study found that there was no clear contribution of the use of peerobservation to developing teaching skills and fl aws were there in the process of conducting peer-observation. It suggests that the role of internal examiner is to be redefi ned mentor teacher and theoretical base of 'teacher development' is to be based instead of traditional practice of 'teacher training'. Further, a collaborative work between TU/FoE and MoE/NCED in both preservice and in-service teacher training program is respected