Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
G. M. Geletu
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引用次数: 0

Abstract

The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.
埃塞俄比亚奥罗米亚州小学教师专业发展政策与实践的相关性和有效性
本研究评估了奥罗莫州小学教师专业发展政策和实践的相关性和有效性。研究人员采用了混合方法和并行三角测量设计。研究人员使用了不同的抽样技术,如目的抽样、方便抽样、分层抽样和简单随机抽样技术,总共选取了 618 个研究样本。研究人员采用问卷调查、访谈、焦点小组讨论、文件检查和观察等方法,从教师、导师、校长、督导、协调委员会和家长等主要数据来源收集数据。研究人员采用平均值、标准差、单因素方差分析和事后检验以及主题叙述等方法对数据进行了分析。研究结果表明,教师的专业发展实践无力更新专业能力,也无法改进课堂中的专业和创新教学实践。小学教师没有从持续的专业发展实践中熟练地学习,以确保课堂教学所需的基本和具体的专业能力。行动研究、课堂观察、差异化学习、协作学习、微课教学和课例研究等反思性活动的实施无法促进实际变化。这项研究预测,需要为新上岗的教师和经验丰富的教师制定针对具体情况的政策框架和实用工具包,而不是把重点放在通用的政策文件上。
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来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
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