Thinley Gyeltshen* and Tshewang Sither

Ministry of Education, Royal Government of Bhutan, Bhutan

*Corresponding Author: Thinley Gyeltshen, Ministry of Education, Royal Government of Bhutan, Bhutan.

Received: August 24, 2022; Published: March 29, 2023

Abstract

The objectives of this research are to study the impact of professional development programmes on teachers' lesson structuring practices in the class, engagement of students within and outside the class, and the teachers' overall classroom practices in primary schools in Trashiyangtse district. The study used a structured questionnaire data set. A census survey was conducted for 158 teachers of 25 primary schools in the district. The descriptive and inferential statistics (t-test) were utilized to answer the research questions. The findings showed that there is not much impact of PD programmes on teachers' instructional practices. However, the perception result showed a need for PD programmes.

 Keywords: Teacher Training Programme; Coaching; Mentoring; Induction Programme; Instructional Practices; Student-Oriented Practices

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Citation

Citation: Thinley Gyeltshen and Tshewang Sither. “The Impact of Teachers’ Professional Development on their Instructional Practices in the Classroom at the Primary Level”. Acta Scientific Paediatrics 6.4 (2023): 29-44.

Copyright

Copyright: © 2023 Thinley Gyeltshen and Tshewang Sither. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.