Perceptions and Practices of Continuous Professional Development of Postgraduate Diploma Trainees of Addis Ababa University

Abstract

The purpose of this study was to investigate and understand the perceptions, planning, practicing and efficacy of continuous professional development of teachers from the point of view of 2022 entry Post Graduate Diploma trainee teachers of College of Education and Behavioral Studies, Addis Ababa University. To this end, the study employed qualitative research method specifically a case study design, the case being a group of teacher trainees of the aforementioned program. Data were collected through interviews and a single group discussion that were recorded using Galaxy A10 cell phone apparatus. The recorded data were transcribed and then analyzed qualitatively using voices of the participants. The analyzed data depicted that almost all the participants have good perception regarding purposes, importance and strategies of CPD. The study also portrayed that planning CPD is top-down approach without considering individual teachers’ needs that discouraged teachers’ practices due to its all-inclusive nature. Absence of adequate resource, lack of knowledgeable coordinators and mentors were also found as impeding factors. Furthermore, lack of differentiation criteria between participating and none participating teachers and Woreda Education Office experts’ ‘unnecessary’ interventions were found challenging factors. It was concluded from the findings that following the principles of CPD planning, considering individual teachers’ needs, minimizing experts’ ‘unnecessary’ intervention, provision of basic resources and conducting further investigation are some important factors to be reconsidered