Teachers' Professional Development Beliefs Vis-A-Vis) Perceived Importance and Practice of Continuous Professional Development

Atalel Kassa

dc.contributor.author	Atalel Kassa
dc.date.accessioned	2018-01-24T09:29:39Z
dc.date.available	2018-01-24T09:29:39Z
dc.date.issued	2009-01-24
dc.identifier.uri	http://hdl.handle.net/123456789/8589
dc.description.abstract	The purpose of the study was to investigate teachers' professional development views and perceived importance and practice of the on-going CPD training. A descriptive survey design and qualitative method were used Questionnaire and interviews were applied as data gathering instruments. In the study, experienced teachers in Debremarkos town were selected through purposive and stratified sampling methods and six teachers for the interview were selected through snowball sampling technique. Mean scores, percentages, _,,___ ~ independent and correlated t-test techniques were used to analyze quantitative data; and thematic narration was used to analyze qualitative data. The result disclosed that teachers' beliefs for professional development is that of constructivism and are found highly valuing learning from their own experience. It was also found that teachers feel more than competent in expected knowledge and skill competences although they feel less competent in skill than knowledge domains when the two compared. The study also disclosed that teachers view school- based training as an appropriate approach to their professional development but they give low value for the ongoing CPD and practice in the CPD training. Teachers are found divided in their reasons of participation in the CPD training yet the potential contribution of CPD training to improve learning teaching was found to be dominant reason of their participation. The result also revealed that teachers' perception to CPD was highly correlated to their corresponding practice in the CPD training. Significant difference was observed in perception and practice of the CPD bmong different levels of qualification. Teachers' divided opinion on the relevance· of CPD to their practice and their perception as something imposed by external agencies call for appropriate awareness raising or alignment of the CPD program. Besides, teachers' relatively low self-evaluated competence in skill perspectives, low utilization of inquiry based models, and unmet training needs could give the direction and focus of future ofi- the- job professional development trainings.	en_US
dc.language.iso	en	en_US
dc.subject	psycology	en_US
dc.title	Teachers' Professional Development Beliefs Vis-A-Vis) Perceived Importance and Practice of Continuous Professional Development	en_US
dc.type	Thesis	en_US