Dinesh Panthee;

Abstract：

Teacher Professional Development helps to develop various kinds of professional skills, knowledge, techniques, and ICTs used in teaching and learning. The purpose of this study was to find out the attitude and practice of teachers on teacher professional development in public campuses. It also aimed to find out the existing policies and provisions regarding the modalities of teachers’ professional development at public campuses. This study was based on a qualitative research design with phenomenological methods. The participants of the study were two teachers from the different public campuses of Rupendehi district, Nepal. They were selected using a purposive sampling method. The data were collected by taking in-depth interviews of the participants using unstructured guideline questions. The interview questions were directed to the participant’s experiences, feelings, beliefs, and convictions about the theme in the research questions. The findings of this study revealed that teachers’ professional development is the most important factor for improving teachers professionally, academically, and technically, but the professional development activities of the public campaigns are not satisfactory.

Key Words： Teacher Professional development；constructivism；public campuses；lifelong learning；professionalism

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Author: Dinesh Panthee;

References：

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