Teacher training: A study on classroom transformation in establishing quality education in Nepal

Abstract

The issues related to the transfer of skills of the trained teacher have still been a significant concern globally. This research aims to identify the situation, views, and factors affecting the transfer of the skills in the trained teachers of lower basic level in a real classroom to provide equitable and inclusive education in Nepal. This thesis will help to explore the significance of transforming skills related to teacher training for quality education globally. Using the qualitative design with an ethnographic approach, the study tries to identify the actual status, views, and factors affecting teacher training transfer in real classroom situations. The data was collected through classroom observation forms and in-depth interviews, which helped to understand better the transfer of training skills in two primary schools of Nepal. It was found that the situation of the trained teacher's transfer skills, their views towards the training design, and factors affecting the training in Nepal were not transformed as they were trained because this research shows that there was a lack of intention of the teachers to transfer the skills in the actual classroom due to the different hindering factors which degrade the level of desire of the teachers in the implementation process. Theoretical and practical implications were discussed.