46th iatefl conference glasgow 2012 laxman gnawali hornby scholar 2000-01 associate professor (elt)...
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46th IATEFL Conference Glasgow 2012
Laxman GnawaliHornby Scholar 2000-01Associate Professor (ELT)
Kathmandu University, NepalLGNAWALI@YAHOO.CO.UK
Nepal a country in transition Monarchy abolished three years agoConstituent Assembly formed after a general
election to write the constitutionTenure over but nothing in viewEffect of the liquid situation in education
Schooling structure in NepalGrades Level Normal age
1-5 Primary 6-10
6-8 Lower secondary
11-13
9-10 Secondary 14-15
11-12 Higher Secondary
16-17
Technical diploma (3 years) 16-19
Undergraduate and above 20 and onwards
English and the school typesPublic schools: Nepali medium Private schools: English medium
English brings the opportunities Despite political intervention for the public
school sector reform , private schools flourish
Pre-service teacher training Largely a Higher Secondary School Board
and university responsibility: +2 teacher training/B Ed/PG Diploma/M Ed
International agencies and private companies running certification courses
MOE runs 10 month training for the primary level
In-service teacher training MOE – NCED, Department of Education NELTABCNGOs
What do you need to have in order to be an eligible candidate for a teaching position?
In principle, a prospective teacher must possess
Good English language proficiency A Teaching license At least one Degree or Non-Degree Teaching
qualificationCELTA/ DELTATEFL Certificate or Diploma PG DiplomaB Ed M Ed/MA
Teacher Training and Support Modality
Cascade modelUniversity tutors MTOT > TOT > Teacher Training >
Teaching School Supervisors
Mentoring, reflective practice and action research non-existent except in a few schools
What qualifications are required to be a trainer?
???University PositionAdministrator's Position NELTA executive position A degree such as MA, MEd, PhDRepute as a good teacherNo Trainer's degree or training license required Some training bodies have internal qualifications
but that does not apply to the mainstream
Does the trainers’ training take place at all?
YES!
What happens at the trainers' training?
Orientation on the training programme and the training package
No theoretical component on needs assessment, training design, delivery and training evaluation
No Training practicum except some demos during the ToT
Once labeled as trainers, no assessment
How the personal became political
Trainer Development Course at Marjon
Hornby Scholarship announced by BC Nepal through NELTA in 2000
I was selected and placed in Marjon, Plymouth, now a University College
Earned M Ed in TTELT: Graduated as Trainer for ELT
Returned to Nepal in 2001
Upon return I saw thatNo ELT trainer in Nepal had a formal
trainer's training: in-house exceptions Training meant giving teaching tipsTraining with top down approachDeficient model of trainingNo discussions among trainers on andragogy
I saw an opportunity PG Diploma in ELT at Kathmandu University
producing teachers No Masters in ELT under the same University M Ed in ELT at Tribhuvan University focused
on Linguistics and Language teaching Methodology
A Trainer development programme would 'sell'
M Ed in ELT programme proposed Consultations with the ELT professionals and
NELTA colleagues and TU faculty Consultations with the Faculty Board of the
University M Ed in ELT programme proposed and
approved in 2003 Annual intakes since then.
M Ed in ELT Courses include Linguistics courses ELT Methodology and Materials Development
CoursesReadings in EnglishAction Research Teacher DevelopmentInternship (Teacher Training)
Programme StructureFour semestersFirst three semesters: All other Courses Fourth semester:
Teacher DevelopmentInternship (Teacher Training) Dissertation
Teacher Development Course Content
Principles and Models of trainingPrinciples of adult Learning and andragogy Teacher training methodology and materialsAdvising and mentoring teachers Observation and feedbackReflective practice in language teaching Conference plan, professional networking
and getting published
The ProcessThe participants Read professional literature on teacher
trainingAttend lecturesDesign and deliver micro-teacher trainingVisit schools, observe teachers and gave
feedback Study mentoring cases Reflect by dialoguing, storying, imagingPresent papers at the NELTA conference
The Internship Process Visit schools to assess teachers' needs:
interviews and observation Design training sessions and materials Deliver teacher training: 20 hours delivery Evaluate their own trainingPrepare a report including own reflections on
the training experience
Mabindra in Dang
The outcomes About 50% graduates continue with training
after the degreeSome contribute to the government and non-
government training programmesVolunteer in the NELTA training activities Some start own training company :
Freelancers emerging Many contribute papers on teacher training
and development
The outcomes Some pursuing postgraduates studies abroadOne of our graduates is about to complete his
PhD on Self-directed Teacher development strategies from the English and Foreign Language University, Hyderabad India
Wider Impact: Tribhuvan University included the a course on teacher development from 2009.
Lessons Learnt Training skills can be taught and learntIdiosyncratic style of untrained trainers may
not change teachers Certification and degree for the trainers can
change the scenario Small efforts can bear visible fruits but
establishing the ideas faces resistance Trainers’ trainers need a wide range of
exposureA long way to go as the legal provision do not
demand the training certification
For making this possible, thanks to AS HornbyThe Hornby Trust The Biritish CouncilUCPN, Marjon
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