Joshi S, Pradhan A, Dixit H
Kathmandu Medical College, Sinamangal, Kathmandu, Nepal.
Kathmandu Univ Med J (KUMJ). 2004 Jul-Sep;2(3):244-51.
With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified.
This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance.
A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned.
All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom.
The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.
随着人们对大学教学重要性的认识不断提高，提升教师专业素质的需求已得到明确。
本文描述了教师培训工作坊对教师教学表现的影响结果。
本研究纳入了在一年内参加过教师培训的30名教师。发放了调查问卷，所有问卷均已收回。
所有（100%）受访者认为教师培训对提高教学技能非常有用/有用。共有76.66%的人表示在工作坊中学到的技能非常适用，80%的人察觉到学生课堂行为的变化，并发现他们的讲座更具参与性和互动性。至于他们自身行为的变化，66.66%的受访者在课堂上与学生的互动更好。
培训的总体印象非常积极。未来的研究应包括学生反馈和对教师教学的课堂观察，以进行教师教学评估。我们还需要利用本文中获得的反馈信息，进一步提高未来教师培训工作坊的质量。未来的工作坊应包括基于问题的学习课程和后续的进修课程。
