• Raashid Nehal

  Author

• Soada Idris Khan

  Author

Secondary education in India, particularly schools affiliated to UP Board of Higher Secondary education has long been overwhelmed with rote-learning, over dependence on texts and textual information and at the same time examination and curriculum transaction is largely dominated by the lack of scope for creativity and innovation (Ganguli, 2011; NCF,2005; NFG,2006). The study analyses teacher training needs that identify issues and challenges related to the contextualization of ELT materials used and training gaps. This has a strong bearing on the way teachers assess their needs for transacting curriculum aims and materials used in the given context (NCFTE, 2009; NCF, 2005; NFG, 2006).
The study is based on workshop methodology used to elicit the respondents’ data from hundred Secondary School English teachers from nine blocks of Aligarh District. A detailed questionnaire was administered followed by unstructured interviews to elicit
their views on their training needs .Keeping in view of the Training Needs Analysis, the focus of the paper is on the following issues:
1) What do the teachers report on developing a model for teaching the text?
2) What are the training gaps between primary and secondary education?
3) What are the different levels in accessing the texts used?
4) What are the constraints of developing capacity building for English teachers in the process of transacting the Curriculum?

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