Browsing by Author "Wakuma, Melaku"

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    English Language Teaching (ELT) Program Evaluation of Teacher Training Institutes (TTIs) with Reference to Assela Teacher Training Institute
    (Addis Ababa University, 2001-06) Wakuma, Melaku; Demissie, Tashome (PhD)
    Program evaluations enable to identify areas of strength that need reinforcement and weaknesses that indicate directions for the timely correction to be taken before they are too late. To this end, this paper attempts to evaluate English language teaching program of teacher training institutes (TTIs) with reference to Assela TTl. Three basic evaluation questions - whether or not the trainees have adequate program and whether the program brings about the required professional development - were raised in this study. In this process, the discussion 'of the recommended training model, the Reflective Model, in relation to the other models revealed that radical and important changes have taken place. Survey of the training materials, the Practical English Teaching course books volumes 1 and 2, the Methodology and Language practice manuals, revealed that the materials incorporate important components meant for the desired professional development. Furthermore, the evaluation pursued the Objective and Illuminative models from the various options so as to conduct as comprehensive evaluation as possible. In this process, a valid and reliable test was designed and given to 230 trainees. Classroom observations of the four ELT trainers of the institute, at least five periods each of the three trainers and three of the one, 12 micro-teachings of student teachers and 20 classes of 10 student teachers were made. Teacher educator's questionnaire was also utilized. The achievements of the trainees test indicated that the English language proficiency of 48% of the subjects is below the required standard that is obtained from the performance of the testees. Similarly 66% of the micro-teaching and 50% of the teaching practice observations revealed that the appropriate use of English in the teaching - learning process is below adequate. The feedback of all the trainers also confirmed that the trainees lack the required English language proficiency,Concerning the required professional development, the facilitating role of the teacher was 50% and 45% below adequate in the micro-teaching and the teaching practice, respectively. Since 70% of the teaching practice and 100% of the micro teaching were also not planned, the skill of planning is also at risk. Likewise, 42% of the micro-teaching and 40% of the teaching practice revealed that the questioning techniques were below adequate. Regarding evaluations, although the tra inees evaluate the teaching-learning process of the micro-teaching and teaching practice adequateiy and aimost adequateiy, the trainees are evaluated neither by their fellow trainees nor the cooperative teacher during teaching practice. The evaluation of the ELT trainer is also not adequate. Therefore, inclusion of more language courses, considerations that should be made with regard to the selection criteria, increasing duration of training, providing more practice opportunities, creating context for reflections, arranging tutorial classes and orientations to some concepts such as evaluation, reflection and teacher development are recommended.
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    A Multi Dimensional Interactive Approach to Continuous Professional Development: An Exploratory Case Study of English Language Teacher Educators
    (Addis Ababa University, 2011-07) Wakuma, Melaku; Demissie, Dr. Teshome
    The purpose of this study was to explore the CPD undertakings in the Department of Foreign Languages and English Education (FLEE) of College of Teacher Education, AAU, and test the Collaborative-Observation-Reflection-Appraisal (CORA) approach to CPD that was named as Multi-Dimensional Interactive Approach to CPD for the sake of clarity. To this end, nonexperimental design of classroom based exploratory qualitative case study in which four cases were selected using purposive sampling technique facilitated through snowball and theoretical sampling was conducted. In this process, semi structured in-depth interview, video assisted selfappraisal of recorded lessons, as well as video supported peer observation and reflection were carried out. The semi-structured interview had also addressed other relevant informants from the College. To widen understanding, a questionnaire was distributed to other teacher educators who were teaching in the undergraduate program and were not the cases of the study. All the instruments were piloted at Kotobe College of Teacher Education. The feedback obtained from all the instruments including self as well as peer reflections on the lessons were transcribed, coded, organized under major themes, analyzed, interpreted and presented under two broad categories: holistic or within case and across cases. The finding identified diverse themes that were factors to enhance or retard professional development of the teacher educators. Accordingly, the belief of most of the teacher educators was not in consistent with the current learning theory. On top of this, the prevailing professionalism was the old rather than the transformative. A lot of potentials that would have contributed to the professional development of the teacher educators, too, were not exploited. Nonetheless, there were exceptional cases and tenets that were aligned with modern learning theory that would have been exploited given conducive atmosphere was created and awareness was raised. To address the problems identified in the course of the study, different recommendations were offered. Concerning the tested approach, promising developmental incidents and evidences were obtained. The selfappraisal of the recorded lessons resulted in critical scrutiny into one’s teaching in which the partners gained knowledge as observed from their reflections and the recorded learning logs. The peer observations and professional discussions that accompanied the self-appraisal were also developmental. As a result, the proposed approach indicated that it had the potential to break the ‘individualism’ that reigned in the Department and generate learning in a collaborative environment.