TY - JOUR
T1 - Teacher Professional Development
T2 - Approaches and Lessons from a Pilot Study in Ethiopia
AU - Cho, Moon Heum
AU - Lim, Seongmi
AU - Hwang, Hongseop
N1 - Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - Effective teacher professional development is the key to improving primary school teachers’ ability to implement learner-centered education; however, guidance on building such professional development programs for teachers in Africa that accommodates local realities and cultures has rarely appeared in the literature. Reported in this study, a collaboration between a Korean primary teacher education institution and a science and technology higher education institution in central Ethiopia produced a professional development program for primary school teachers in Ethiopia using the instructional systems design model. A five-phase development process, namely analysis, design, development, implementation, and evaluation was used to develop and implement a total of 60 lessons presented in 30 videos. Teacher participants were highly satisfied with the results, reporting significant improvement in their self-efficacy about using learner-centered education approaches after completing the program. Lessons learned are provided for those seeking to expand professional development opportunities for teachers in Africa.
AB - Effective teacher professional development is the key to improving primary school teachers’ ability to implement learner-centered education; however, guidance on building such professional development programs for teachers in Africa that accommodates local realities and cultures has rarely appeared in the literature. Reported in this study, a collaboration between a Korean primary teacher education institution and a science and technology higher education institution in central Ethiopia produced a professional development program for primary school teachers in Ethiopia using the instructional systems design model. A five-phase development process, namely analysis, design, development, implementation, and evaluation was used to develop and implement a total of 60 lessons presented in 30 videos. Teacher participants were highly satisfied with the results, reporting significant improvement in their self-efficacy about using learner-centered education approaches after completing the program. Lessons learned are provided for those seeking to expand professional development opportunities for teachers in Africa.
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U2 - 10.1080/08878730.2020.1767743
DO - 10.1080/08878730.2020.1767743
M3 - Article
AN - SCOPUS:85099761666
SN - 0887-8730
VL - 56
SP - 25
EP - 42
JO - Teacher Educator
JF - Teacher Educator
IS - 1
ER -