Teacher Professional Development: Approaches and Lessons from a Pilot Study in Ethiopia. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Cho, Moon-Heum; Lim, Seongmi; Hwang, Hongseop
• Is Part Of: Teacher educator. Volume 56:Issue 1(2021)
• Page Start: 25
• Page End: 42
• Publication Date: 2021-01-02
• Subjects: Teachers -- Training of -- United States -- Periodicals; Teaching -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/08878730.2020.1767743
• Languages: English
• ISSNs: 0887-8730

Abstract

Abstract: 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.