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ERIC Number: EJ1060324
Record Type: Journal
Publication Date: 2015-May
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0313-5373
Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
Tuli, Fekede; Tynjälä, Päivi
Australian Journal of Teacher Education, v40 n5 Article 1 May 2015
Continuous 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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A