Practices of Teachers’ Professional Development Training in the School Level of Dang District

Abstract

This study investigates the application of Teachers' Professional Development (TPD) training in community school classrooms within Rajpur Rural Municipality, Dang District. Using a qualitative research design within an interpretivist framework, the study observed classrooms in two community secondary schools and conducted in-depth interviews with four teachers to gather data. The results show that although teachers have gained useful knowledge and skills from TPD training, these are not always implemented in classroom procedures. Many teachers do not adhere to structured lesson planning, despite some including brief lesson plans in their logbooks. The efficient use of instructional strategies, assessment tools, and teaching materials continues to present difficulties. Teachers who participated in interviews reported that TPD training had improved their self-assurance and practical teaching skills, such as choosing pedagogies and using inexpensive.