Vol. 1, Issue 7, Part D (2015)

Abstract
This paper is about investigating best teacher training practices as perceived by service providers (teacher educators). It is thought that it would be best to study the subject from point of view of practitioners in the field. An opinionnaire was developed and standardised which could be scored for preference on different training practices as perceived by the participants. Data was analysed by utilising cluster analysis to make group of items which were dubbed (named) after studying nature of items. These group of items formed factors running under the concept under investigation. Items in these groups are ranked ordered to understand nature and preference of practices. Also factors are ranked ordered on the basis of average score for the items and factors. On the basis of these rankings and t-test across attribute variables research questions were answered. It has been found that best practices for teacher training could be classified in terms of six (Training in content accuracy and its delivery, Training in relation management, Training in presentation, Training in psychological orientations, Teacher lead monitoring, and Training in technical skills), four (Student concern, Content concern, Tool concern, Technique concern) and finally two (Task & Relation) factors. Also it is found that preference for practices in teacher training do not differ significantly across attribute variables- Gender, Locality and Experience. Study revealed that teacher educator endorse practices in vogue as well as want to include new practices involving technology and techniques.