• Taufiq Aziz Chowdhury

Skill for post secondary level of education is crying need for the development of total education system. Because syllabus and course curriculum of in post secondary level of education is vast. However the study was conducted to explore activities for developing skills of post secondary teachers. The study was documentary analysis type. Data and information were collected from secondary sources. Secondary data were collected from books, research reports, journal, annual reports, different websites internet etc. From the result it was found that the more structured activities for skill development of post secondary teachers are attendance at courses and workshops, conferences and seminars, etc. More informal activities, such as engagement in informal discussions to improve teaching and reading professional literature, which are not readily measurable in terms of numbers of days, are excluded from these measures. The extent to which intensity of participation in professional development differs with the characteristics of the teacher or the schools in which they work and so provides some insight into the distribution of development opportunities. It does not seek to be exhaustive; it focuses on the characteristics that are most often of interest to policy makers. So light on how the policy choices countries make in terms of providing professional development opportunities are reflected in a comparison of participation rates and intensity rates. From the result it was also found that the volume (or intensity) of professional development can be influenced by the types of development activities that teachers engage in. The activities are contrasting formal and less formal development activities, and shows how teachers combine different forms of professional development. In the light of these participation patterns, the paper then investigates how well teachers’ professional development needs are being met. It compares the extent of unsatisfied demand within and between countries and identifies the areas of teachers’ work which teachers regard as those in which they have the greatest development need. It concludes by considering how levels of unsatisfied demand relate to the professional development which teachers have received. Teachers’ views of what has helped or hindered their participation in professional development are then examined, in the light of their reports of unsatisfied demand and areas of greatest need. It reveals cross-country variations in the level and a type of support received by teachers to participate in professional development and examines the relation between the support received and the level of participation reported in the survey. School-level policies and practices for induction and mentoring of new teachers are revealing of the extent to which they differ among countries.

Skill, Development, Professional development, Teacher, Workshop, Seminar, Project, Post Secondary level of education, Planning, Feedback

"Activities for Developing Skills of Post Secondary Teachers: A Review", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 4, page no.d848-d860, April-2022, Available :http://www.jetir.org/papers/JETIR2204399.pdf

"Activities for Developing Skills of Post Secondary Teachers: A Review", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 4, page no. ppd848-d860, April-2022, Available at : http://www.jetir.org/papers/JETIR2204399.pdf