The success of language learning and teaching mainly depends upon the professional activities that the teachers employ to improve job performance and provide appropriate input for better learning output in their students. By attending various workshop seminars and trainings, teachers update professional skills regularly and make their teaching career better and efficient. This study aimed at exploring the most common activities undertaken by the English language teachers for developing their professional skills. The study was carried out within the theoretical framework of social constructivism adopting narrative inquiry method to bring lived experiences of the participants. By using unstructured interview, I gathered information from two teacher participants teaching at secondary level in community schools in Butwal Sub-Metropolitan city, Rupandehi. The study revealed that the English language teachers were found attending conferences, trainings and workshop seminars, engaging in action research and academic writing for their professional development. However, poor internet access, lack of regular professional trainings and collaborative culture among them were the major challenges in teachers’ professional development. The study can contribute to improve the classroom pedagogy of the English language teachers and provide some insights to their knowledge and professional skills in the practices of various professional activities to be much more competent and skillful.

Medical Education is a dynamic professional entity and the practice trends for the physicians evolve rapidly to reflect advancement in the scientific technology and also, to keep pace with the health care needs of the society. Cultivating self-regulated lifelong learning skills and attitude in the medical graduates is now included as one of the competencies by Medical Council of India. Self-directed Learning (SDL) is a dynamic learning journey in which the onus of learning lies with the student and teacher is the facilitator of learning. This learning experience can be enhanced with the appropriate utilization of Information and computer technology. For effective implementation, the faculty and the students must be sensitized and trained on various modules, strategies, virtue, time and stress management techniques for SDL session. Concurrently, a large body of available literature believes that the self-directed learning is more enjoyable and at the same time, as effective as the traditional methods of education. The key component of this active learning is self-monitoring, self-assessment and reflective writing by the students. The tendency to master SDL skills is an integral link between under graduate and post graduate training and hence, is essential for enhancing professional development. The medical education stake-holders are facing numerous challenges in implementation of SDL sessions and they are still struggling to bring about flawless transitions in the medical education from one phase to another. Nevertheless, this novel learning approach would create more refined physicians who are capable of handling the rapid transformations in the medical policies.