Implementation of Higher Diploma Training in Educators’ Instructional Process at three Colleges of Teachers Education of Oromia Region (Ethiopia)

Authors

  • Abayneh Lemma Chemistry Department, Fitche College of Teachers Education
  • Desta Gebeyehu Department of Science and Mathematics Education, Addis Ababa University
  • Kassa Michael Department of Science and Mathematics Education, Addis Ababa University
  • Mulugeta Atnafu Department of Science and Mathematics Education, Addis Ababa University
  • Tadesse Hagos Chemistry Department, Finoteselam College of Teachers Education

DOI:

https://doi.org/10.31098/ijtaese.v1i1.19

Keywords:

Reflective Practice, Managing Learning, Active Learning, Assessment

Abstract

This study examines the extent to what the program implemented in educators' instructional process. A survey research method of mixed approach was employed by which observation, questionnaire and interview were used as data gathering tools. As a result, the overall extent to which the programme is being applied in the educators' instructional process was found to be not satisfactory due to session planning and action research that seen as not being practiced at all in the colleges. Besides, most limitations identified during observation overlap with that of our pre-service teachers diagnosed during independent teaching practice. As influential factors, three potential challenges were found and discussed in line with the desired recommendations.

References

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Published

2019-04-30

How to Cite

Lemma, A., Gebeyehu, D., Michael, K., Atnafu, M., & Hagos, T. (2019). Implementation of Higher Diploma Training in Educators’ Instructional Process at three Colleges of Teachers Education of Oromia Region (Ethiopia). International Journal of Theory and Application in Elementary and Secondary School Education, 1(1), 1–16. https://doi.org/10.31098/ijtaese.v1i1.19

Issue

Vol. 1 No. 1 (2019): April

Section

Articles

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