The Practises of Teaching Portfolio in Professional Development in Some Selected Second Cycle Primary Schools Of Addis Ababa
| dc.contributor.advisor | Jebessa, Firdissa (PhD) | |
| dc.contributor.author | Tekle, Genet | |
| dc.date.accessioned | 2019-01-30T07:50:22Z | |
| dc.date.accessioned | 2023-11-10T14:45:00Z | |
| dc.date.available | 2019-01-30T07:50:22Z | |
| dc.date.available | 2023-11-10T14:45:00Z | |
| dc.date.issued | 2009-06 | |
| dc.description.abstract | The main jJ1II1Jose of this study was to assess the practices of teaching portfolios 111 professional development of second cycle primary schools of Addis Ababa. Portfolios have received a great deal attention in educational process these days as they can document teachers' participations in CPD and quality improvements in the class room. However, their importance is realized only when portfolios are effectively and properly developed Teaching portfolio is a recent innovation in Ethiopia and it need~ to be assessed how it has been managed at schoollevel.To accomplish the purpose, the descriptive survey method was used Data were generated through questionnaire from 84 teachers in six schaals at six sub-cities, through interviews with 3 kebele educatian team leaders, 3 sub-cities educatian autharities, 3 prinCipals and 3 vice principals, by facus graup discuss ian with 8 key teachers and also. pam document analysis. The data abtained were described quantitatively and qualitatively with the help of the available literatures in the study. The data obtained through these instruments have been analyzed and interpreted using percentages, chi-square and descriptive statements. The findings indicated that inadequate training, insufficient knowledge of key teachers, lack af suppart and motivation and lack of fallow-up activities from the relevant educatianal autharities and lack af commitment and initiative an part af the teachers have affected teachers in using portfolias for the improvement of class room instruction. Due to. major limitations mentioned above, the participants lacked abilities and knowledge to reflect on their plans, were unable 10 show the pracess of learning activities and the evidences in changing their practices and students' peliarmance in their portfalias, lacked ability to. identifjl the purpases of assessment and evaluatian methads to. assess the progress afstudents as well as teachers and were unable to lise the feedbacks pravided to teachers far the contribution af enhanced learning. These were the majar problems of teachers observed in this study. Ther~rore, it is apparent that the practices of portfalios have velY lillie contribution in enhancing the CPD activities and quality of education. No. teaching methodl' and different activities had been abserved in their portfolias which led the students to. think critically and solve prablems. This cauld be an impact in achieving the desired goals indicated in the current Education and Training Palicy. In arder to alleviate sllch problems, intensive training on partfolio, motivation, clase supervision, clear guidance and support shauld be provided pam the cancerned relevant education offiCials and teachers must feel ownership on partfolios use to ensure the successfid implementation of partfolio. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16111 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Teaching Portfolio in Professional Development | en_US |
| dc.title | The Practises of Teaching Portfolio in Professional Development in Some Selected Second Cycle Primary Schools Of Addis Ababa | en_US |
| dc.type | Thesis | en_US |