Teachers' Professional Development in Ethiopia through Higher Diploma Programme (HDP)

  • Bekalu Atnafu Taye

Abstract

Continuing professional development such as in-service training is one of the most pressing concerns of all the factors that affect quality of education. On the other hand, courses taken in higher institutions influence learners very little and any effect may be ''washed out'' in the first year of teaching (Zeichner and Tabachnik, 1981 cited by Higgins and Leat, 2001). In view of the above points, this study has been designed to explore issues in relation to Higher Diploma Programme (HDP). The study was conducted at St. Mary's University College (SMUC) and Kotebe College of Teacher Education (KCTE). Twenty-five HDP graduates from each institution, HDP leaders and tutors took part in the study. Two forms of interview and Focus Group Discussion (FGD) were used to obtain the data. The results of the study showed that the HDP, although relevant, has had some drawbacks. Based on the findings, recommendations were drawn.

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References

Britten, D. and O'Dwyer, J. (1995). Self-Evaluation in In-service Teacher Training. In Christopher Brumfit (ed.) Evaluation for Development in English Language Teaching, 3(3). Dadds, M. (2001). Continuing Professional Development: Nurturing the Expert within. In Soler J, Craft A, and Burgess.H. Teacher Development: Exploring Our Own Practice. London: Paul Chapman Publishing Ltd. Hayes, D. (2000). Cascade Training and Teachers' professional Development. ELTJournal Volume 54/2. Oxford: Oxford University Press. Higgins, S. Leat, D. (2001). Horses for Courses or Courses for Horses: What is Effective Teacher Development? In Soler J, Craft A, and Burgess.H. Teacher Development: Exploring Our Own Practice. London: Paul Chapman Publishing Ltd. MoE.(2003). Higher Diploma Programme Handbook. Candidates' Handbook for Higher Diploma Programme for Teacher Educator. Addis Ababa. Nunan D. (1989). A Client-Centered Approach to Teacher Development. ELT Journal, Volume 43/2. Oxford: Oxford University Press. Sadker, M. & Sadker D. (2000). Teachers, Schools, Society. Boston: McGraw-Hill Companies. Underhill, A. (1992). The Role of Groups in Developing Teacher Self-awareness. ELT Journal, Volume 46/1. Oxford: Oxford University Press.
Published
2009-05-31
How to Cite
TAYE, Bekalu Atnafu. Teachers' Professional Development in Ethiopia through Higher Diploma Programme (HDP). IER FLAMBEAU, [S.l.], v. 16, n. 2, p. 71 - 85, may 2009. Available at: <http://ejol.aau.edu.et/index.php/FLAMBEAU/article/view/146>. Date accessed: 22 feb. 2018.
Section
Articles