Teacher Educators' Professional Development: Perceptions And Practices of The Higher Diploma Program (Hdp) In Adama University
| dc.contributor.advisor | Kassaye, Woube(PhD) | |
| dc.contributor.author | Leyew, Addisu | |
| dc.date.accessioned | 2018-08-06T07:36:17Z | |
| dc.date.accessioned | 2023-11-05T09:04:30Z | |
| dc.date.available | 2018-08-06T07:36:17Z | |
| dc.date.available | 2023-11-05T09:04:30Z | |
| dc.date.issued | 2006-06 | |
| dc.description.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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/10982 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababauniversity | en_US |
| dc.subject | Development: Perceptions And Practices of The Higher | en_US |
| dc.title | Teacher Educators' Professional Development: Perceptions And Practices of The Higher Diploma Program (Hdp) In Adama University | en_US |
| dc.type | Thesis | en_US |