The Roleof Higher Diploma Program in Improving Instrctional Practices: Participants' Perspectives At Jimma University
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Date
2008-07
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Addis Ababa University
Abstract
This study investigated teacher educators ' perspectives of the role of Higher Diploma
Program in improving instructional practices. Case study was employed mainly following
qualitative approach. The specific areas of investigation were: teacher educators'
perceptions of the contribution of HDP for their knowledge, skill of teaching, and factors
mediating the effectiveness of professional learning. Qualitative data were collected using
interviews (n=6) and focus group discussions (n=12) with educators who have taken the
training, classroom observations, and informal discussions with students. The data revealed
that educators perceived changes in knowledge about active learning methods, continuous
assessment, and action research. Regarding the change in skills, the use of active learning
methodologies and continuous assessment by few teachers in their classroom teaching was
evident. Nevertheless, the program (HDP) remained merely iriformative for most
participants; it could not alter the prevailing way of teaching. It was also learnt that factors
related to the content and management of the program, predisposing and rare enabling
factors diluted the effectiveness of their learning and improvement of instruction. The finding
of the study implied the need to avail diversified learning opportunities to meet individuals'
and departments training needs and to help them cope up with new challenges. Further
more, the findings implied the need to revise and improve the program content and
management through boltom-up planning process based on candidates' feedbacks for its
further improvement. The study also implied the need of institutional and personal devotion
to overcome barriers of professional learning and improvement of instruction.
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Roleof Higher Diploma Program