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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3713

Title: AN EXPLORATION OF THE DEVELOPMENTAL CONTEXT OF THE EXPERIENCED ENGLISH LANGUAGE TEACHERS IN THE SENIOR SECONDARY SCHOOLS OF ADDIS ABABA
Authors: Jeylan, Wolyie
Advisors: Dr. Mekonnen Disasa
Copyright: May-2000
Date Added: 7-Nov-2012
Abstract: The idea of teacher development has gained considerable attention in teacher education. The fact that it has been only marginally treated in the M.A TEFL research at Addis Ababa University provided the impetus to study it. The purpose of the present study was to explore the developmental nature of the experienced English language teachers in the senior secondary schools of Addis Ababa. The study was carried out, specifically, to investigate the actual teacher development practices, the teachers' views of the various developmental activities, factors hindering teacher development efforts and anticipation of future developmental pursuits. To conduct the study, a descriptive research approach was employed. The data used in the study were generated through questionnaires and interview. Thirty-six English teachers and six principals in the selected six government and non-government senior secondary schools of Addis Ababa were involved in the study. Various statistical techniques and procedures of data analysis were used. To analyze the descriptive data, frequency distributions, percentages and average scores were used. T-test and Chi-square (X2) analyses were made to detect the difference between the two groups of teachers with regard to their developmental experiences and views. To analyze written responses and reflections in the interview part of the study, content analysis and guided analysis procedures were applied. Generally, the study revealed that in both government and non-government schools under study, teaching English is an isolated practice. Conditions within which collaborative learning can be optimized have not been sufficiently provided in both groups of schools. On the other hand, the results suggested that the teachers would like to improve themselves through learning in their profession and appreciate the various developmental activities in schools and administrative roles that may facilitate conditions within which individual and collective learning can be optimized. The implications of the findings for the schools and the teachers were presented and discussed Recommendations for further study were also made
URI: http://hdl.handle.net/123456789/3713
Appears in:Thesis - Teaching English as a Foreign Language

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