LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:12 December 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

Celebrate India!
Unity in Diversity!!

HOME PAGE

Click Here for Back Issues of Language in India - From 2001




BOOKS FOR YOU TO READ AND DOWNLOAD FREE!


REFERENCE MATERIALS

BACK ISSUES


  • E-mail your articles and book-length reports in Microsoft Word to languageinindiaUSA@gmail.com.
  • PLEASE READ THE GUIDELINES GIVEN IN HOME PAGE IMMEDIATELY AFTER THE LIST OF CONTENTS.
  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.
  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2021
M. S. Thirumalai

Publisher: M. S. Thirumalai, Ph.D.
11249 Oregon Circle
Bloomington, MN 55438
USA


Custom Search

EFL Teachers’ Continuous Professional Development in
Addis Ababa Primary Schools: Needs and Challenges

Abrar kedir and Hailu Gutema, Ph.D.


Abstract

This study is intended to examine continuous professional development needs and challenges of primary school English language teachers in the city administration of Addis Ababa. Mixed method design was employed to gather information in the study. This method was selected because it gave opportunity to compensate the weaknesses of using an instrument and corroborate information from the other tools. The data was collected from teachers, principals, and trainers. Questionnaires and interviews were used to collect data pertinent to answer the research questions. Two types of questionnaires were employed in the study. One was self-designed which was applied to survey the teachers’ continuous professional development needs and challenges. The other was adapted questionnaire and used to collect information about the teachers’ perceived English language proficiency in speaking, listening, reading, and writing. Hence, 50 randomly selected primary school English language teachers filled in the self-designed and adapted questionnaires. Interview was conducted with 5 volunteer English language teachers who participated in the interview. 4 principals and 3 trainers were interviewed to corroborate the data collected from the English language teachers. Based on the information collected from the instruments, explanatory (Quan-qua) method was employed to analyze the data. First quantitative data from the surveys were analyzed using version SPSS 21. Then the qualitative data were analyzed thematically and combined with the survey results to answer the research questions. As a result it was found that primary English language teachers (the participants) were at high need of continuous professional development in English language proficiency especially in speaking skills and teaching methodology. Furthermore, the teachers had institutional and personal challenges to enhance their professional knowledge through participating on going professional development activities.

Introduction

There are various reasons for teachers’ participation in CPD scheme. It is conducted supposing that teachers’ knowledge should be adjusted to the new developments in the field of education. Teachers’ knowledge may be deteriorated because of their beliefs, goals, and motivations, socioeconomic, sociocultural and other exponents. Therefore it is necessary to update and scale up teachers’ knowledge to get solutions to the problems they face in their teaching-learning process. Scholars explain that professional development bases on interest in lifelong learning, a sense of moral obligation, a felt need to enhance teaching skills, an institutional requirement, and for career advancement (Golding and Gray, 2006 and Jasper 2006 cited in Al Asmari , 2016). As to Grundy and Robison, 2004 (cited in Sachs, 2006) the main purposes of CPD are extension, growth, and renewal. Extension is through introducing new knowledge or skills to a teacher’s repertoire, growth is by the development of greater levels of expertise, and renewal is achieved through transformation and change of knowledge and practice.

On the other hand, Maggioli (2003) discusses the increasing importance of PD to guarantee teachers to match their teaching goals succeed with their students’ learning needs. The author concludes that the ultimate purpose of professional development is to promote effective teaching that results in learning gains for all students. Moreover, Villegas-Reimers (2003) explains the opportunities of teachers’ participation in the PD have a significant impact on teachers’ beliefs and practices; on students’ learning; and on the implementation of educational reforms in addition to maintaining personal satisfaction and economic benefits. The scholar also discusses the factors which need to be considered in planning and implementing professional development activities. These are culture of support from designers and schools; context of professional development; stages of teacher career development variation; time that teachers need to their work and the development; funding for school improvement and professional teacher development; and the effective use of technology.


This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Abrar kedir and Hailu Gutema, Ph.D.
English Department
Addis Ababa University
Ethiopia
kedirabrar@yahoo.com

Custom Search


  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
    languageinindiaUSA@gmail.com.
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian/South Asian scholarship.