Faculty Members’ Conception and Practices of Professional  Development: Implications for Improving Teaching at the  University of Gondar, Ethiopia

Tsegaye, Addis

dc.contributor.author	Tsegaye, Addis
dc.date.accessioned	2025-02-22T06:39:48Z
dc.date.available	2025-02-22T06:39:48Z
dc.date.issued	2024-12
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/16455
dc.description.abstract	The purpose of this study was to examine faculty members’ conceptions and practices regarding teachers’ professional development and its implications for improving teaching at the University of Gondar, Ethiopia. To achieve this objective, a qualitative research approach utilizing a descriptive case study design was employed. Data were collected from teachers, department heads, the education quality assurance office coordinator, the dean, and the higher diploma leader through semi-structured interviews, observations, and focus group discussions. Analysis was conducted using interpretative explanations and narrative descriptions. The findings indicated that though the majority of participants have positive conceptions and achieved the intended skills and knowledge, only a minority of participants have put what they learned into practice in their actual teaching. It was also found that the practice of mentoring and academic dialogue among teachers was low. It is thus suggested that teachers are advised to develop a sense of ownership for their professional development and work collaboratively. In this regard, it is recommended that the education ministry should take responsibility to mitigate this problem by designing mechanisms to raise the value of professional development and initiate teachers for using the different opportunities to develop their lifelong learning and professional competence. This study was conducted at one university using qualitative approach. Hence, it is suggested that other researchers conduct a detailed and comprehensive study in larger areas.	en_US
dc.language.iso	en_US	en_US
dc.subject	Curriculum Studies	en_US
dc.title	Faculty Members’ Conception and Practices of Professional Development: Implications for Improving Teaching at the University of Gondar, Ethiopia	en_US
dc.type	Dissartation	en_US