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

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Published
2009-05-31
Issue
Vol 16 No 2 (2009): IER FLAMBEAU
Section
Articles