School Based Continuous Professional Development Practices at a Selected General Secondary and Preparatory School in Bahir Dar Town

Dereje Taye Wondem

Abstract


Since 2004 School based Continuous Professional Development (CPD) has been implemented in Ethiopian schools with the aim of improving the classroom practices of teachers and consequently improving the achievement of students. However, different reports have revealed that CPD in these schools is not achieving its intended purposes. This necessitates the need to reflect on the CPD practices in our schools so far vis-à-vis the review of the literature on what constitutes successful school based CPD so as to draw lessons for improvement. This study is an attempt to analyze the CPD practices of a selected Secondary and Preparatory school found in Bahir Dar city in light of this review. The study employed a qualitative methodology guided by the interpretive paradigm. Two groups of teachers, the school principal, the cluster supervisor and the school CPD facilitator were purposely selected as sources of data for the study. Interview, focus group discussion and document analysis were used as data gathering tools. Data were analyzed thematically. The analyses of the data revealed that the CPD practices at the selected General Secondary and Preparatory school do not have the basic features of successful teacher professional development programs. Though the administrative structure to run the CPD program is set at school level, the school context is not supportive enough to run the program; the CPD program is not strongly linked with the school improvement program and students’ achievement; and it is not engaging the teachers. So, serious consideration should be given mainly to the capacity development of all the actors involved in the delivery of the program.

Full Text:

PDF HTML

References


Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. USA: John Wiley & Sons, Inc.

Bruns, B. & Luque, J. (2014). Great Teachers: How to Raise Student Learning in Latin America and the Caribbean. Washington, D.C.: World Bank

Chappuis, S., Chapuis, J., & Stinggins, R. (2009). Supporting Teacher Learning Teams. Educational Leadership. 66(5), 56-60.

Christie, P., Harley, K., & Penny, A., (2004). Case studies from sub-Saharan Africa. In Day, C. & Sachs, J. (eds.). International Handbook on the Continuing Professional Development of Teachers. Open University Press: England

Collis, B. & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and Expectations. London: Koogan Page.

Craft, A. (2000). Continuing professional development: A practical guide for teachers & schools. (2 nd ed). London: RoutledgeFalmer.

Darling-Hammond, L. & Lieberman, A. (2012). Teacher Education around the world: What can we learn from international practice? In Darling-Hammond, L. & Lieberman, A. (eds.). Teacher Education around the World: Changing Policies and practices. Routledge: USA.

Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational leadership, 66(5), 46-53.

Deojay, T.R., & Leloup, L. (2004). Content: Connecting Data, Professional Development, and Student Achievement. In L. B. Eston (2004) (Eds.). Powerful Designs for Professional Learning. National Development Council: USA

Dilworth, M. E., & Imig, D. G. (1995). Professional Teacher Development. The Eric Review, 3(3), 5-11.

Eston, L.B. (2004). Powerful Designs for Professional Learning. National Development Council: USA.

Goodwin, A. L. (2012). Quality Teachers, Singapore Style. In: Darling-Hammond, L & Lieberman, A. (eds.). Teacher Education around the World: Changing Policies and practices. Routledge: USA

Fullan, M. (2007). The new meaning of educational change (4 th Ed.). Teachers college press: New York.

Gulhamhussien, A. (2013). Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. USA: Center for Public Education.

Guskey, T. (2000). Evaluating professional development. Thousand Oaks, California: Corwin Press, Inc.

Haddad,W. D., & Jurich,S. (2002),"ICT for Education: Potential and Potency", in Haddad,W.& Drexler, A. (eds), Technologies for Education: Potentials, Parameters, and Prospects (Washington DC: Academy for Educational Development and Paris: UNESCO), pp. 34-37.

Haromaya University. (2007). Impact Study: School Based CPD in Ethiopia. Addis Ababa: Ministry of Education

Minale A. (2006). Evaluating Professional Development of Teacher Educators in Ethiopia: A Case Study of the Higher Diploma Program at Addis Ababa University. Faculty of Behavioural Sciences. University of Twente: Enschede.

MoE. (1994). Education and Training Policy. Ministry of Education: Addis Ababa

MoE. (2003). Teacher Education System Overhaul. Ministry of Education: Addis Ababa

MoE. (2006). Teacher development blue print. Ministry of education: Addis Ababa

MoE. (2007). Ethiopian Teachers’ Development Program Blue Print. Ministry of Education: Addis Ababa

MoE. (2009). Continuous Professional Development for Primary and Secondary School Teachers, Leaders and Supervisors in Ethiopia: A Framework and Toolkit. Ministry of Education: Addis Ababa

MoE. (2013). National Monitoring and Evaluation Report on CPD. Ministry of Education: Addis Ababa

MoE. (2014). National Monitoring and Evaluation Report on CPD. Ministry of Education: Addis Ababa

Nieto, S. (2009). From Surviving to Thriving. Educational Leadership, 66(5), 8-13

Schwille, J., & Dembele, M. (2007). Global Perspectives on Teacher Learning: Improving Policy and Practice. Paris: UNESCO, International Institute for Educational Planning.

Surgue, C. (2004). Literature, definitions and models: towards a conceptual map. In Day, C. & Sachs, J. (eds.). International Handbook on the Continuing Professional Development of Teachers. Open University Press: England

Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development, 47(4), 83-90.

Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of the Literature. Paris: UNESCO, International Institute for Educational Planning.

Wei, R. C., Andree, A., & Darling-Hammond, L. (2009). How Nations Invest in Teachers. Educational Leadership, 66(5), 28-33.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Bahir Dar Journal of Education