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TPD is an approach that enables teacher to realize change and act as charge agents. Teacher through TPD develop their competences. Competence is an integrated from of knowledge, skill, attitude and behaviour.
Abstract Teaching today takes place in a world of rapid change and development and teachers are expected to meet high standards of teaching and raise levels of achievement in schools and colleges. Goal of teacher professional development is required to ensure that all teachers have the knowledge and skills required to effectively facilitate students learning processes (MoE, 2009). Teaching today takes place in a world of rapid change and development and teachers are expected to meet high standards of teaching and raise levels of achievement in schools and colleges (MoE, 2009). However, this article has highlighted some theories and its scope in education for development of teachers in Nepal.
Education has been the subject of intense accountability measures around the world. As measures to inspect schools and appraise teachers have been introduced under the banner of ‘modernizing’ teaching, teachers have often felt a lack of ownership and a lack of self-worth (Rudduck, 1991). Within the context of ‘rolling reform’ and piecemeal implementation, the professional development of teachers has become a high-profile, politically ‘hot’ issue. All teachers are required to engage in professional development; to identify, document, record and evaluate it as they cross through the barriers of qualified teacher and induction standards, grapple with targets for performance management, submit threshold applications or bid for research scholarships, international exchanges, professional bursaries and sabbaticals. (Anne Campbell, Practitioner Research and Professional Development in Education, 2004) The education and professional development of every teacher needs to be seen as a lifelong task, and be structured and resourced accordingly. To equip the teaching body with the skills and competences needed for its new roles, it is necessary to have both quality initial teacher education and a coherent process of continuous professional development to keep teachers up to date with the skills required in a knowledge based society (Hendriks & Luyten & Scheerens & Sleegers & Steen, 2010). The conceptual clarification on professional development given by Guskey (1999) sounds appropriate: “those processes and activities designed to enhance the professional knowledge, skills, and attitudes of educators so that they might, in turn, improve the learning of students … it also involves learning how to redesign educational structures and cultures” (p.16). He also argues that the deficiency approach (i.e. professional development activities to contribute to make up one’s deficiencies of knowledge and skills) is itself deficient, and should cover a wider canvas of continuing professional development (CPD) so as to keep pace with the emerging knowledge base of the profession and its conceptual and craft skills (Panda, 2009). The professional development of teachers has been a target of government policy. It is contained within an official publication, Learning and Teaching: A Strategy for Professional Development (DfES, 2001). There has been a gradual recognition over the last ten years or so of the importance of continuing professional development (CPD), as the English government has launched initiative after initiative in schools and teachers have tried to meet the challenges of rapid change. Literacy and numeracy strategies followed the juggernaut of the National Curriculum and testing, then for example, education action zones, Excellence in Cities, Beacon schools, flagship schools, training schools, specialist schools and colleges, city academies and networked learning communities, to name but a few.
