Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform

Autor/inn/en	Tuli, Fekede; Tynjälä, Päivi
Titel	Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 5, Artikel 1 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Professional Continuing Education; Faculty Development; Qualitative Research; Case Studies; Focus Groups; Concept Formation; Educational Administration; Instructional Leadership; Teaching Conditions; Constructivism (Learning); Teacher Attitudes; Semi Structured Interviews; Mentors; Government Role; Teacher Salaries; Educational Change; Teacher Education; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Qualitative Forschung; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Bildungsreform; Lehrerausbildung; Lehrerbildung; Äthiopien
Abstract	Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers' professional development in Ethiopian schools. Data was collected via interviews and focus group discussions from 37 purposively sampled participants. The study reveals three major challenges in teachers' development: 1) conceptions and conceptual issues related to teaching, professional development and mentoring, 2) management and leadership, and 3) teachers' work conditions. The need to reconsider educational change management strategies, reform teacher education, strengthen research-based practices, renew management and leadership culture, and improve teachers' work conditions are thus found to be the areas identified as needing interventions. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01