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dc.contributor.authorGemeda, Fekede Tuli
dc.contributor.authorTynjälä, Päivi
dc.date.accessioned2015-05-12T05:47:16Z
dc.date.available2015-05-12T05:47:16Z
dc.date.issued2015
dc.identifier.citationGemeda, F. T., & Tynjälä, P. (2015). Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform. <i>Australian Journal of Teacher Education</i>, <i>40</i>(5), Article 1. <a href="https://doi.org/10.14221/ajte.2015v40n5.1" target="_blank">https://doi.org/10.14221/ajte.2015v40n5.1</a>
dc.identifier.otherCONVID_24687672
dc.identifier.otherTUTKAID_66037
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45849
dc.description.abstractContinuous 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.
dc.language.isoeng
dc.publisherSocial Science Press; Edith Cowan University
dc.relation.ispartofseriesAustralian Journal of Teacher Education
dc.relation.urihttp://ro.ecu.edu.au/ajte/vol40/iss5/1/
dc.subject.otherEthiopian education system
dc.subject.otherteachers’ professional learning
dc.titleProfessional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201505081768
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-05-08T09:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.relation.issn1835-517X
dc.relation.numberinseries5
dc.relation.volume40
dc.type.versionacceptedVersion
dc.rights.copyright© 2015 the Authors. This is a final draft version of an article whose final and definitive form has been published by Social Science Press. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.14221/ajte.2015v40n5.1


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