Faculty members’ conception and practice of teacher professional development Implications for quality instruction at the university of Gondar, Ethiopia

Abstract

This study aimed to examine faculty members' perceptions and practices regarding teachers' professional development in enhancing instructional quality at the University of Gondar, Ethiopia. To achieve this purpose, a qualitative research approach using a descriptive case study design was utilized. Data were collected from teachers, department heads, the education quality assurance office coordinator, a dean, and the leader of the higher diploma program, of the university through semi-structured interviews, observations, and focus group discussions. Data analysis was conducted through interpretative methods emphasizing narrative description. The findings revealed that teachers hold misconceptions about professional development and exhibit reluctance to engage in professional development activities, such as workshops and meetings. Additionally, the level of academic dialogue among teachers was found to be insufficient, leading to the dichotomization of faculty into 'old' and 'new' categories, which negatively impacted their commitment to professional development initiatives. To address these challenges, it is recommended that teachers cultivate a sense of responsibility and intrinsic motivation toward their professional development while fostering collaborative relationships. Furthermore, the Ministry of Education is urged to redesign and develop professional development training programs that avoid, if not reduce, the one-size-fits-all and top-down approaches currently prevalent in professional development initiatives.