Empowering teachers to support their own professional development
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Lalitpur
2015 -
Development of Teachers
Professional development of teachers is a major issue in Nepal. Many teachers – in particular at the primary level – have either received no, or inadequate, training. Moreover, there is very little ‘in-service’ support for teachers, and that which is available is often at the central level, and does not take into account the specific circumstances in which teachers work.
How mobile meetings work
Meetings take place on a rotating basis at schools in a particular catchment area, and are led in turn by teachers from that particular school. During mobile meetings, teachers use a structured package of activity cards, which emphasize sharing and discussion, thereby enabling peer learning. These cards focus on issues of importance and relevance in the Nepalese education system, such as: using project work in class; the construction of local curricula; leadership development for children; first aid; psychosocial counselling and action research.
What CLC Participants Say
Comments by teachers about the CLC programme:
- “I felt shy to say that I was a teacher, but after I participated in the mobile meetings I feel proud of being a teacher.” – Maiya Silwal (Kitini HSS, Godwari)
- “We have shared and learned about the ways students learn. Now we don’t use lecture methods, but our classes have become more interactive, and use different sense not auditory only.” - Chetnath Pant (Sisneri HSS)
- “I am surprised by my students’ enjoyment of creative art when they made a collage from waste materials. They are now fond of my classes.” - Krishna Maiya KC (Bajra Barahi HSS).
