Teacher Educators' Professional Development: Perceptions And Practices of The Higher Diploma Program (Hdp) In Adama University
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Date
2006-06
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Addis Ababauniversity
Abstract
Professional development is experiencing a vogue in educational arena.
It was the main objective of this study to understand teacher educators'
perceptions and practices of HDP, a professional development program for
teacher educators, in Adama University. The research participants were
teacher educators of the University that attended the program. As a
qualitative case study research, interView and observation were dominantly
used as data collection strategies. Seventeen teacher educators were
interviewed and nine classroom lessons and other nzne workshop lessons
were observed .
The analysis of these interviews and observations enabled me to
construct several meanings regarding the program. Participants' zest was
reduced by the mandatory nature of the program and their effort of trying to
get the best out of the program was emasculated by several disappointing
incidents such as the competence of tutors and leaders and the elongated
schedule. Besides, some activities that are included in the program are found
encouraging dishonesty and there appeared a disparity among participants
regarding the value of school placement. In spite of the pitfalls in the process,
however, participants eventually perceived the relevance of most of the facets
of the program.
With regards to the translation of the facets of HDP into practice, I came
to understand that the program hardly transformed the teaching/learning
process in the University. Generally, it is concluded that HDP, as a
professional development program, is bureaucratized, decontextualized and is
considered merely as informative. Hence, I contend that there should be a
critical stance of the program vis-a-vis the teachers' perception and role, the
context and its influence in the teaching/ learning process
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Development: Perceptions And Practices of The Higher