The Practice, Challenges and Prospects of Teacher Professional Development in Ethiopian Higher Learning Institutions: The Case of Bahir Dar Unive, Rsity
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Date
2010-06
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Addis Ababa University
Abstract
This study attempted at exploring the practice, challenge and prospects of teacher
professional development (TPO) in the Ethiopian HEls with particular reference to Bahir Dar
University. To this end, concurrent nested mixed methods design was employed. Semi
structured interview guides were employed to collect data from 14 participants including 5
teachers, 5 university management, 3 pedagogical skills training trainers and AORC
coordinator. Moreover, document analysis was used to supplement the data collected via
interview. Forty (40) out of 124 teachers who attended the training palticipated by filling the
questionnaire. Both open and close-ended items were included in the questionnaire. The data
collected through interview, document analysis and open-ended items of the questionnaire
were coded and described based on the themes identified and the basic ' research questions.
The data collected through close-ended items of the questionnaire were analyzed by using
descriptive and inferential statistics. The qualitative and quantitative data were integrated in
the analysis part of the study. In this study, a theoretical model was developed based on the
models of Loucks-Horsley et al. (1998) and Guskey (2000). The main elements of the model
were organization and provision of PO and impact of PD. On the organization and provision
of PO, UM perception towards the importance of TPO was found to be appreciable but this
perceived importance was not reflected on the encouragement and support provided for the
PST. The UM at different levels do not plan for PST and only AORC sets objectives and
prepares plans for the PST though the plan doesn't consider the current context of the
uni versity . It was found that implementation of the AORC plan and its evaluation is with lots
of difficulties as a result of scarcity of resources. On the impact variable, teachers' perception
of the importance of PO was found to be commendable, their attitude towards their role as a
teacher was also found to be positive and there is no significant difference among teachers on
this aspect. Teachers reported that the needs of teachers and students were not considered in
the PST and the content, process and context variables of the training were not fu lly meeting
their needs. The encouragement and support ofUM for teachers involvement in the PST was
reported to be below the required level. Teachers were not made accountable for their PST
and no evaluations were conducted on the effectiveness of the programme. The effect of PST
on teachers' role was reported to be worthy and there is no significant difference among
teachers on this feature. Hence, it is recommended that plans for PST ha,ve to be written by
the UM; the UM has to support AORC and teachers in their involvement in the PST; policy
has to be developed for POPs; teachers' needs have to be considered in PST efforts and
important elements of PO design has to be included; teachers have to be accountable for their
own PO and awareness must be created about the importance of PO in the university.
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