An Exploration of the Developmental Context of The Experienced English Language Teachers in the Senior Secondary Schools of Addis Ababa
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Date
2000-05
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Addis Ababa University
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.
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Experienced English Language