Tika Ram Pokhrel^1,, Santosh Kumar Behera²

Teachers’ Professional Development (TPD) has been realized a powerful approach to implement child friendly activity based education for education in the twenty first century. Though there are at least six models of teachers development, teacher training is the mostly used model in Nepalese context. It has been realized the important of expectations of teachers in TPD program to make TPD bottom-up so that its implementation can be optimized. Eight teachers from four schools of the western part of Nepal were interviewed to get their expectations. The main expectations of teachers are related to delivery methods, implementation of training skills and knowledge and participatory approach of TPD. Trainers need to demonstrate as a role model on how to deal in the classroom and learning is to be helpful for teachers in developing and performing activities. The problems faced by teachers in their classroom are to be dealt in depth. Teachers like to share their practices and shape for the future. Teachers expect to play active role not only in training but also in identifying needs and developing training modules and resources. They expect training module, reading and activity resources are to be provided to teachers before they come to TPD program so that they can prepare and can plan to share their experience. Teachers expect skill oriented and subject specific experts to observe and provide very specific comments and feedback which are helpful to improve. Participants expect critical thinking and creating activities to be dealt in TPD program so that they can introduce in their classrooms. Participants want to move beyond the use of charts and flashcards in TPD programs. They expect to be strategic in improving their teaching and want to improve students’ achievement. They expect to learn setting targets and implementation strategies to achieve those targets.

Expectation, Teachers’ professional development, teaching improvement plan, observation and feedback, andragogy