Teachers' Perception of Higher Diploma Program As Opportunity For Promoting Professional Development in Arba Minch University (Ethiopia) : A Qualitative Inquiry

Imperial Journal of Interdisciplinary Research (IJIR)
Vol-3, Issue-6, 2017

ISSN: 2454-1362, http://www.onlinejournal.in
Teachers' Perception of Higher Diploma

Program as Opportunity for Promoting
Professional Development in Arba Minch
University (Ethiopia): A Qualitative Inquiry
Zelalem Zekarias Oliso
(PhD Candidate @Addis Ababa Unversity)
College of Education and Behavioral Sciences
Department of Educational Planning and Management
PhD Program in Educational Policy and Leadership
Addis Ababa University (AAU)
Abstract: Professional teacher is the main factor teachers professional knowledge. However, the
contributing to educational quality development. study participants throughout in the interview and
The nation can be developed from the focus group discussion session noticed that HDP
responsibility of teacher (Boonmak et.al,2015). training lacks incentive, follow up and support
However, teachers' in higher education institutions from the side of the university. In addition, the
in Africa lack teaching skills, and those who have participants in this study reported that the HDP
hardly updated their skills find it difficult to cope training module needs revision because the
with the rapid changes in the education system. training module is below standard. Some contents
One mechanism put in place by the Ministry of in the module are written in the primary and
Education (MoE) to improve the quality of secondary school context than higher education. It
education in Ethiopia is introducing a Higher was therefore recommended that the university
Diploma Program (HDP), a licensing training should improve the incentive mechanisms as well
Program that is aimed at developing the skills and as follow up and support for the success of the
professionalism of teacher educators program. It was also recommended that Ministry of
(UNESCO,2007).However, the effectiveness of Education (MoE) should revise the module because
teachers' professional development is determined they have mandate to revise HDP module.
by the teachers' own belief and their motivation
and commitment level to improve their practice Keywords: Higher Diploma Program, Perception,
(Aminudin,2012). The purpose of this qualitative Professional Development, Quality Teaching.
inquiry was to investigate teachers perception
towards Higher Diploma Program (HDP) training
as opportunity for promoting professional 1. INTRODOCTION
development. The data for this study were gathered
via semi-structured interview and focus group Today, the effectiveness of the educational
discussion (FGD). The participants for this study process depends on the professional skills of the
were selected via purposive sampling technique. teacher. Teachers' can take advantage of and linked
Semi-structured interview was conducted with with a variety of educational materials, teaching
eight (8) HDP candidates, eight (8) HDLs/ HDTs methods, and ways of organizing educational
and two (2) HDP Coordinators totally eighteen process. The ability to navigate among them
(18) . Of these, fifteen were male participants and indeed, is an important teacher competency. The
three of them were female ones. Focus group new generation of educational standards in terms of
discussion was conducted with eight (8) HDP its ideology (and, consequently, its specific goals
Candidates and eight (8) HDLs and HDTs in a and objectives) is focused on conceptual
segmented way to maintain their homogeneity. The representations developed within the framework of
gathered data was analyzed using case study the theory of developmental education. In other
design method. Major themes and sub themes are words, it proposes organizing an educational
described by inductive process based on grounded process in which the student is the subject of
theory method. The finding of this study revealed teaching activity. And this, in turn, requires
that teachers have positive perception towards teachers' to develop specific professional
HDP training program because it improves competencies that cannot be considered to be basic
Imperial Journal of Interdisciplinary Research (IJIR) Page 213

in the context of traditional teacher training and 2003 to support the implementation of the Teacher
skill improvement programs (Sobkin & Education System Overhaul (TESO). The MoE has
Adamchuk,2015). now made it compulsory (UNESCO,2007).
Teachers' are the most important factors Higher Diploma Program (HDP) has come
affecting the educational outcomes of their into existence following extensive study of the
students. They are the main drivers of successful Ministry of Education on the overall education
teaching and learning. They are at the heart of system including teacher education system in 2002.
teaching and learning activities in schools Its objective, among others, was to better
Duze,2011 (as cited in Mehreteab,2015). In relation professionalize teacher educators in line with
to this, “School Improvement is not an isolated promoting student-centered approach as on-the-job
process administered by higher level training for one academic year (Demoze,2016).
administrators. Rather, teachers' are crucial to
school improvement and are pivotal in promoting 1.1 Context of Higher Diploma Program in
high levels of achievement in all their students” Ethiopia
(Simpkins,2009). Hence, teachers' have
professional competency, and participate in
continuous professional development (CPD), in Higher Diploma Program (HDP) was
order to learn new knowledge to apply in the introduced in Ethiopia since,2004 and is offered to
classroom (MoE,2010). Historically, professional graduate assistants, lecturers, and professors, all
development (PD) in teaching has not been seen as receiving the same kind of training. HDP was
a priority for new academic staff in Higher initiated, organized, and moderated by two
Education. However, it is fact that the provision of volunteers from International Foundation for
high quality teaching and learning is a key Education and Self Help in 2004. The volunteers
responsibility of the professionals who aim to have been assisted by experts at the Ministry of
develop standards for academic practices and Education. Two Volunteer Service Overseas (VSO)
continuing (Yilfashewa,2016). leaders and two- to three-national tutors run the
program together. Two years later, Ethiopian
leaders and tutors took over in leading the program.
“Teaching and Learning in Higher Education Two- to three-moderation workshops and
in Africa” seeks to make sense of the many experience sharing of leaders, tutors, and
changes that are taking place in learning and management that lasted for three days took place
teaching in higher education in the continent and every year. Monitoring and support programs at
offers insights into where teaching and learning each institution have been executed by moderators
might be moving in the future. Concerns about the and experts from the Ministry of Education as well
quality of education are on the rise as the (Demoze,2016).
phenomenon of the educated unemployed becomes
a permanent feature of most African economies.
While employers complain that graduates are It came as a response to the quest for quality
poorly prepared for the workplace, the students on teacher education in higher education institutions.
the other hand, point to their teachers' as the Its overall purpose was to improve the quality of
defective link in the teaching-learning continuum. teacher education by qualifying teachers'. This
This can be attributed to the fact that most teachers' program was intended to develop the skills and
in higher education institutions in Africa lack professionalism of higher education teachers'
teaching skills, and those who have hardly updated regardless of qualification and academic rank. The
their skills find it difficult to cope with the rapid program was designed for one academic year to be
changes in the education system. As a result, it has carried out in all government teacher education
become necessary to seek ways of helping teachers' colleges and public universities. The objective of
of higher education to feel greater confidence the program was to professionalize educators in
working with the full diversity of students those line with promoting student-centered approaches
they constantly have to handle in their classrooms MoE, 2006 (as stated in Demoze,2016).
(UNESCO,2007). Furthermore, HDP was not merely to
professionalize teacher educators in line with
promoting student-centered approach but also
One mechanism put in place by the Ministry emphasize the overall professional Development of
of Education to improve the quality of education in teachers'. To this end, the training of HDP
Ethiopia is introducing a Higher Diploma Program comprises the following four major themes:
(HDP), a licensing training Program that is aimed reflective teacher educator, managing learning,
at developing the skills and professionalism of action research, and school placement. The
teacher educators. This Program was developed in

program is a government initiative and the control Department of Educational Planning and
is highly centralized (Adula,2008). Management, Adult Education and Community
Development and Curriculum and Instruction
1.2 Higher Diploma Program Training at (amu.edu.et).
Arba Minch University
1.3. Policy Issues
The Higher Diploma Program was started at
Arba Minch University since 1999E.C. It is a one According to Education and Training Policy
year training program at Arba Minch University is of Ethiopia (1994),teachers' starting from
underway for instructors with the intention of kindergarten to higher education, was be required
upgrading their pedagogical knowledge and skills to have the necessary teaching qualification and
which was have a paramount contribution to competency in the media of instruction, through
quality education. For the last ten years, there are a pre-service and in-service training. The criteria for
number of Higher Diploma Candidates were the professional development of teachers' was be
graduated from this program. The following table continuous education and training, professional
shows the number of graduates of HDP from 1999 ethics and teaching performance. A professional
E.C to 2008 E.C OR 2006/07 G.C to 2015/16 G.C. career structure was being developed in respect to
professional development of teachers'.
Table 1: HDP Graduates at AMU (1999E.C to 2008E.C
OR 2006/07 G.C to 2015/16 G.C. In order to improve the qualifications of
Year E.C Year G.C Male Female Total teachers' at primary, secondary as well as higher
1999 2006/07 25 3 28 level various teacher support activities have been
2000 2007/08 46 2 48 undertaken. The Teacher Education System
2001 2008/09 15 0 15 Overhaul (TESO) Program is undertaking a
2002 2009/10 32 1 33 thorough revision and modernization of the teacher
2003 2010/11 83 6 89 education system in Ethiopia. Accordingly, a
2004 2011/12 100 12 112 revision of the pre-service teacher education
2005 2012/13 83 13 96 curricula has been undertaken. Furthermore,
2006 2013/14 93 14 107 Continuous Professional Development (CPD) has
been introduced (MoE,2005).
2007 2014/15 70 11 81
2008 2015/16 98 18 114
In recent attempts, the series of Education
Grand Total 645 78 723 Sector Development Programs (ESDP) [ESDP I, II,
III and IV] of Ethiopia have created opportunities
Source: AMU, School of Pedagogical and Behavioral
Sciences Note: E.C =Ethiopian Calendar to produce trained and skilled human power at all
G.C=Gregorian Calendar levels as a driving force in the process of
promoting culture, effecting social transformation
Ministry of Education (MoE) has mandated and bringing economic development of the country
AMU, with the responsibility of moderation for (MoE,2005). More importantly, while all the policy
four cluster institutions i.e. Hosanna College of documents contend the centrality of teachers' for
Teachers' Education, Arba Minch College of promoting learning, the emphasis on improving
teachers'‟ quality and teachers'‟ development is
Teachers' Education, Wolaita Soddo University &
Wachamo University. most stressed in the 2005, ESDP III
(Yilfashewa,2016).
The total duration of the training is 132
hours. Each week would have two sessions of two- Keeping all the above discourse in mind, this
study was aimed to examine teachers' perception of
hour each. And instructors are given 60 hours for
independent study. As of now AMU has eight Higher Diploma Program in Arba Minch
HDLs and one Higher Diploma Coordinator University. The study specifically was focus on
(HDC). Higher Diploma Program is being carried discovering whether the teachers' felt Higher
in four AMU campuses i.e. Chamo, Abaya, Nech Diploma Program as opportunity for promoting
professional development or not.
Sar and Main campus. Currently, Higher Diploma
Program is run by School of Pedagogical and
Behavioral Sciences. In under this School, there are 2. Statement of the Problem
two independent departments are found such as
Department of Pedagogical Sciences and Teachers' are responsible for communicating
Psychology and another emerging departments are effectively all curriculum content. Without high

levels of competency, transmission of knowledge, educators have received very little or no

skills and values was being weak. The recent opportunity to undertake appropriate and necessary
curriculum revision, with a move towards a staff development that could enable them to
student-centered approach to teaching and learning, perform their key roles in rendering pre-service and
requires active teaching methods and effective in-service education in line with a student-centered
classroom management to maximize time on task. approach. Consequently, TESO was established
The new approaches were benefit all students when under the ministry of education, with sub
effectively applied, strengthening their confidence, committees in order to tackle the underlying
leadership and innovation skills. It has been seen, problems (Adula,2008).
however, that the largest barrier to effective
implementation of the revised curriculum is lack of Accordingly, the first action taken by TESO
pedagogical skills amongst teachers'. This is was designing curriculum material in modular
unsurprising given the transition from traditional to approach following the educational policy of
modern methods for teachers' and teacher Ethiopia that aimed at developing the culture of
educators. The government was therefore provide active learning and problem-solving approach of
support to better facilitate this transition by instruction. In order to implement the material,
improving qualification processes and standards Higher Diploma Program [HDP] was designed and
(pre-service training), enriching CPD and is being provided to teacher educators
strengthening supervision processes (in-service (FDRE,2004). However, in Ethiopia, research
training) (MoE,2005). outputs in relation to quality learning indicate that
among factors affecting quality of teaching in
According to HERQA, 2007 (as stated in higher education institutions is the fact that
Yilfashewa,2011), in Ethiopia, the PDPs pedagogical training has not been a condition for
established at various higher education institutions teaching in higher education Daniel,2004 (as stated
was set to accomplish two major targets: improving in Yilfashewa,2011).
academic staff professional competencies and
supporting the academic programs for keeping In addition, the various studies in professional
quality of students learning. According to the need development practices signify that university
for high quality professional development has instructors’ are good in their academic knowledge
become a common emphasis for educational and qualification and their weakness lie in their
reform and educational institutions development of inability to employ the teaching approaches,
the day. Since teachers' are the most valuable classroom management and students assessment
resource available to both schools and higher that are set in policies (Yilfashewa,2011).
education institutions in the realization of Experiences indicated that from time to time and
education/training goal, an investment in teacher year to year, although it seems that there was
quality and ongoing professionalism is vital. In the quantitative progress in PD deliberations, there was
present view, this goal can only be realized by no recognized and context related implementation
ensuring that teachers' are equipped with subject policy that guides and governs the activities of PD
matter knowledge and an evidence- and standards- and there was no formalized, integrated and
based repertoire of pedagogical skills that are continuous system to check whether the quality of
demonstrably effective in meeting the such training is up to the expected level or not
developmental and learning needs of all students Anto,2006 & Aytaged,2012 (as cited in
for whom they have responsibility—regardless of Yilfashewa,2016).
students’ backgrounds, intake characteristics, and
whether or not they experience learning difficulties Although the substantial amount of research
Guskey,2000 (as cited in Yilfashewa,2011). that has been conducted on Higher Diploma
Program, current literature discusses on the
An extensive study was conducted by implementation, effectiveness of the program and
Ministry of Education in 2002 covering the overall application of the HDP training skills in the
education system of Ethiopia and teacher’s classroom instruction. This study was designed to
education system in particular (Teacher Education provide insight into whether or not teachers' felt
System Overhaul [TESO],2003). The study that HDP brought forth and substantiated ongoing
revealed that Ethiopian Teachers' educators failed and effective professional Development
to form spearhead in educational development opportunities. Hence, the study may fill the
endeavor. The teaching learning process they were research gap on teachers' perceptions of HDP as
employing so far was teacher dominated talk and opportunity for promoting professional
blackboard use. The study attributed the major development. I am interested to conduct research
cause of the problem to the fact that teacher on this area, because of two major reasons. First,

this training program is compulsory training for all Teacher is the main factor contributing to
university instructors according to MoE educational quality development. The nation can be
information. The Higher Diploma Program (HDP) developed from the responsibility of teacher. As
was introduced in 2003 as a compulsory the Office of Educational Reform 2001,teacher has
qualification for all teacher educators (MoE, 2003). a crucial responsibility because this related to
In Arba Minch University, there are 1450 local and cultivation of students’ knowledge, attitude, and
96 expatriate instructors are teaching in the morality. It can be said that students are one of the
university most contributors to the nation’s future. In addition,
(https://en.wikipedia.org/wiki/ArbaMinchUniversit the National Education Act 1999 foresees that
y). However, from the total of 1450 local teachers are the key factors in educational reform
instructors, only 723 licensed with HDP certificate and development. It is suggested that teaching
in ten consecutive years (2006/07-2015/16) as professional development requires systematic
information gained from School of Pedagogical support and process to evaluate its effectiveness
and Behavioral Sciences indicates. According to since it affects the excellence and standard of
this information, the number of HDP graduates are advance career (Boonmak et al.,2015).
few as compared to the total number of instructors
in the university. Second, for the last two years, I 3.2 Professional Development Defined
was Higher Diploma Program Leader (HDL) in
Arba Minch University. During my stay with
The term professional development, in a
instructors as HDL, I observed that teachers' were
broader sense refers to the development of being in
reluctant to involve in different group discussion
his or her professional role. At more specified
issues and they raise the value of HDP training.
level, Teachers' professional development is the
professional Development a teacher achieves as a
Accordingly, considering my first-hand result of gaining increased experience and
experience as Higher Diploma Leader (HDL) at examining his or her teaching systematically. This
Arba Minch University and a few number of conception of professional development is,
instructors graduated from HDP training as therefore, broader than career development, which
compared to number of instructors in AMU, the is defined as the Development that occurs as the
topic was identified as an important area of teacher moves through the professional career
investigation for the clarification of teachers' cycle and broader than staff development, which is
perception, the opportunities of the program for the provision of organized in-service programs
their professional development and exploring the designed to foster the Development of groups of
situation of HDP in the context of our education teachers'; it is only one of the systematic
system in general and the university's academic interventions that can be used for teacher
development settings in particular. To provide development Glatthorn,1995 (as cited in
focus for this research, the following questions Yifashewa,2011). Hence, Professional
were developed: development (PD), an integral part of the life of
schools and teachers', is an important mechanism to
1. What are teachers' perceptions towards Higher ensure educational reform and improvement in
Diploma Program (HDP)? school settings (Hardy, 2016).
2. How Higher Diploma Program perceived by 3.3 Necessity of Teachers Professional

teachers' as opportunities for promoting Development (TDP)
professional development?
Teacher development is the important strategy
3. How participation in a Higher Diploma Program to enhance professional. Teacher will be able to
create continuous and relevant professional perform tasks with effectiveness and create
development? learning experience with efficiency. This impact
will be resulted in fully developed students. It is
4. What are the challenges that face the smooth needed that development of teacher professional
running of the HDP training and how should incorporate the process in enhancing of
these challenges affect HDP candidates or knowledge, ability, and attitude. All of these are the
teachers motivation towards HDP training? main contributions for teacher performance.
Students are also benefit from developed teachers
3. Reflections on Literature in terms of mind, body, and social interaction
Udom,2013; Mongkolwanich,2012 (as cited in
Boonmak et al.,2015).
3.1 Contribution of the Teacher

Teacher development is crucial in the out that the academics should perceive professional
following aspects: social, knowledge, competency, development as being important for implementing
cognitive, operation, outcome, research, and innovations, as it improves them professionally,
emotion. These elements responsible for teachers’ academically and technically to help them adjust to
performance to have attitude and behavior for their the new thinking. However, most respondents think
professional and students’ development that it is inadequately supported and motivated. At
(Borich,1977; Hall & Jores,1976;Udom,2013). all levels (system, university, department),
Professional teachers need to consider development professional development is poorly coordinated and
of the learning management. They have to know scarcely budgeted for. In the context of Ethiopia,
how to manage problems occurred in the the study conducted by Anto (2006) specifies that a
classroom. The challenge of classroom problems great number of instructors do not have curiosity to
would be opportunity for teachers to develop their participate in the highly relevant university
teaching (Pornkul,2008). Teachers are suggested to professional development programs; because of
adopt appropriate strategy in their professional. lack of pedagogical competencies of the university
Options for teaching strategy are included: theory, instructors, lack of commitment from management
concept, idea, or strategic plan that appropriate and some academic staff, lack of transparent
with school context, students competency. Selected leadership, and resources to run the activities were
option will be able to operate effectively in well- some of the deficits for professional development
designed lesson plan and teaching techniques trainings.
Dechakup,2008 (as cited in Boonmak et.al,2015).
3.5 Variables that Influence the Success of
The professional development will have to Teachers' Professional Development
model very clearly the kinds of activities we want
teachers to carry forward and use in their Professional development, whatever its form
classrooms." Standards do not ensure student and model can be aided or impeded by a variety of
achievement, teachers with strong knowledge and factors. These factors help or hinder the success of
skill about how to help students reach the standards professional development programs. They
will impact achievement (Missouri Professional classified these factors into four domains within
Learning Guidelines for Student Success,2013). which these supports or barriers influence teachers'
professional development (1) people and
3.4 Teachers' Perceptions of Professional interpersonal relationships, (2) institutional
Development structures, (3) personal considerations and
commitments, and (4) intellectual and psychosocial
It is frequently argued that professional characteristics Zinn and Caffarela 1999 (as cited in
development would have the potential to makes Yilfashewa Seyoum,2011). As claimed by them
university instructors equip with the necessary these four domains are useful when thinking
pedagogical skills and keep them up-to-date to through supports and barriers to professional
cope up with the current technology. Various development and career success for higher
studies in professional development practices education.
signify that university instructors’ are good in their
academic knowledge and qualification and their Describing each of the four domains these
weakness lie in their inability to employ the educators note that "people and interpersonal
teaching approaches, classroom management and relationships," both within and outside the work
students assessment that are set in policies. Indeed environment, strongly influence teacher
instructors need to have a rich and flexible professional development. Such factors as personal
understanding of the subject matter in order to support systems, positive working relationships
teach in ways that are responsive to students with management and other administrators, and
thinking and which foster learning with encouragement and support by family and friends
understanding. Anto,2006 (as cited in are discussed as supporting environments. Barriers
Yilfashewa,2011). In addition, content specific include, among other things, passive or active
professional development enables teachers' to feel opposition to teachers' work by management
well-informed about curricular and instructional bodies, tense relationships with colleagues, and
alternatives, learning styles, adolescent other faculty leaders, and spoken and unspoken
development, and assessments Robinson, 2011 (as dissatisfaction by family and/or friends to the
stated in Blackmon, 2013). demands of the faculty role.
According to Komba and Nkumbi,2008 ( The domain of "institutional structures" as

cited in yifashewa,2016), in their research pointed elaborated by the educators encompasses supports;

such as the provision of ongoing professional The use of multiple sources of data collection will
Development opportunities and the availability of enable the researcher to triangulate the
necessary resources. Barriers include insufficient interpretations of the study generated.
time within the daily demands of being a professor
and lack of access to information or resources. 4.2 Research Sites
The domain of “personal considerations and The study site selected for the study was
commitments” focuses specifically on the personal Arba Minch University. Arba Minch
side of teachers' lives-not only have the people, but University in Ethiopia, located in the Gamo Gofa
also the circumstances or events in their private Zone of the Southern Nations, Nationalities, and
lives which affect their ability to focused emotional Peoples Region about 500 kilometers south
or physical energies on their professional of Addis Ababa, at an elevation of 1285 meters
endeavors. These factors include support and above sea level. Before its inauguration as a
encouragement from family members and friends University, it was known as Arba Minch Water
as well their willingness to provide tangible help Technology Institute (AWTI) offering a qualified
with non-work tasks at particularly demanding course in water resources planning, design and
times in one's professional life. development.
The final domain has to do with "intellectual AWTI was established in September 1979
and personal characteristics" and it incorporates our E.C (1986) with the objective of creating a skilled
internal motivations and perceptions of ourselves and qualified manpower vital for the effective
as scholars and teachers'. On the support side are utilization and exploitation of water resources for
factors such as strong beliefs and values that various aspects of national development. The
demand excellence in our work, perceptions that institute was scaled up to the level of university as
we can make a difference in the lives of students Arba Minch University in 2004. Now it is sited in
and other educators, and self-confidence in our five campuses based around Arba Minch town,
faculty roles and departments. These belief systems with the Arba Minch Institute of Technology, and
support teachers' to seek professional growth, for primary administrative units based on the Main
example, through constantly updating their course Campus site, and the Colleges sited according to
materials or ensuring their scholarship addresses infrastructure and facilities, number of students,
substantive issues and ideas. On the other hand, and proximity to field and institutional attachment
barriers include feelings of discouragement or and laboratories.
frustration, discomfort or burnout in faculty roles
and department roles, and a reluctance to let go of
The university runs 39 undergraduate
comfortable routines when asked to change the way
programs, 30 graduate programs, and a PhD
we do business.
program. The teaching is carried out by 1450 local
instructors and 96 expatriate staff (86 Indians, 7
4. Research Design and Methodology Filipinos, 1 German, 1 British and 1 Italian). In
1986 there were 1673 graduates (male 1626, 47
4.1 Research Design female), and after 18 years (2013–14) 23,329
students (https://en.wikipedia.org/wiki/Arba Minch
The purpose of this study was to examine University). Entry to the university gained after I
teachers' perceptions of Higher Diploma Program was contacted with Academic Affairs Vice
as opportunities for promoting professional President of Arba Minch University. The Academic
development. With the intention of gaining an in- Affairs Vice President of Arba Minch University
depth understanding of how teachers' perceive the contact with Dean, School of Pedagogical and
use of Higher Diploma Program as a structure for Behavioral Sciences and acknowledged the
promoting professional development, it is appropriateness and importance of the study.
important to utilize a research design. To meet the
proposed criteria and sufficiently address the Fig.1. Skyline view of AMU
research questions, a qualitative case study design
was used. As cited in Bhattacherjee A. (2012), case
study is an in-depth investigation of a problem in
one or more real-life settings (case sites) over an
extended period of time. Data may be collected
using a combination of interviews, personal
observations, and internal or external documents.

4.5 Procedures of Participant

Selection/Recruitment for the Study
The participants of this study were selected in the

following criteria:
Higher Diploma Candidates: from four

campuses, candidates were selected based on their
interest and two and above years of teaching
experience and currently involved in a Higher
Diploma Program. Teachers' with two and above
years of teaching experience in the selected
university are assumed to have experience in the
professional development programs.
Source: (https://en.wikipedia.org/wiki/amu)
Higher Diploma Leaders (HDLs/HDTs): All
HDLs and HDTs were participant in this study,
4.3 Participants because they have frequent interaction with
candidates at least two times in a week and they are
According to School of Pedagogical and assumed to have understanding about the
Behavioral Sciences information, in four campuses, perception of the candidate toward the program.
there are eight (8) Higher Diploma Program Note: HDT=Higher Diploma Tutor
Leaders'(HDLs)and Higher Diploma Program
Tutors (HDTs), One(1) Higher Diploma Program
Facilitators' of the Program: Such as Higher
Coordinator (HDC) and one hundred seventy
Diploma Coordinator (HDC), and Dean, School of
seven (177) HDP Candidates are now attending the
Pedagogical and Behavioral Sciences were
training. Of these candidates, one hundred fifty
selected. They have ample experience in teaching
nine (159) candidates are male candidates and
as well as coordinating and facilitating the
eighteen (18) candidates are female candidates. The
program.
following tables summarizes the total number of
candidates who are attending the HDP training at
Arba Minch University in the 2009 E.C. 4.6 Methods of Data Collections
&Procedures
Table 2: Higher Diploma Candidates who are
attending the HDP training at Arba Minch University In this study, two types data collection
in the Year 2009 E.C or 2017 G.C. methods were employed to examine teachers'
perception in Higher Diploma Program as
Campus M F Total professional development viz. interview and focus
Main Campus 65 8 73 group. For the purpose of this study, semi-
Nech Sar Campus 29 7 36 structured interview was prepared. In semi-
Chamo Campus 27 1 28 structured interview, the interviewer is free to
conduct the conversation as he/she thinks fit, to ask
Abaya Campus 38 2 40
the questions he/she deems appropriate in the
Grand Total 159 18 177
words he/she considers best, to give explanations
Source: AMU, School of Pedagogical and Behavioral and ask for clarification if the answer is not clear,
Sciences Note: M=Male F=Female to prompt the respondent to elucidate further if
necessary, and to establish his own style of
4.4. Sampling Technique conversation (Corbetta,2003).
The participants for this study were chosen The interviewees' were purposefully
via purposeful sampling technique from the selected from Higher Diploma Candidates, Higher
identified university. In purposeful sampling, Diploma Program Tutors or Leaders'
researchers intentionally select individuals and sites (/HDLs/HDTs). In four campuses, there are one
to learn or understand the central phenomenon hundred seventy seven (177) HDP Candidates are
(Cresswell,2012). now attending the training. Of which one hundred
fifty nine (159) candidates are male candidates and
eighteen (18) candidates are female candidates.
From the total of one hundred seventy seven (177)

Higher Diploma Program Candidates, eight for each focus group, as well as the number of
candidates were selected purposefully. Of which focus groups required for the project. Atypical
six candidates are male candidates and two of them number of participants is eight to ten people, with a
are female candidates. And all eight HDTs and maximum of 12 (Mack et.al, 2005).
HDLs were selected for interview. Of these, seven
HDLs and HDTs are male and one of them is Accordingly, Higher Diploma Program
female. In addition, one (1) Higher Diploma Candidates were seat separately as one sub group
Coordinator (HDC) and one (1) Dean, School of and Higher Diploma Leaders'(HDLs) were another
Pedagogical and behavioral sciences totally two sub group. And their seating arrangement was in a
were selected for interview. Both HDC and School circular manner to face each other in discussion.
Dean are male. Hence, I was conducted interview Circular seating enables all group members to face
with ten (18) respondents in order to get valuable each other, which is crucial for establishing the
information about the study. And I was explained interactive group dynamics that are central to a
the purpose of the interview to the study focus group discussion (Hennink,2007). The
participants within the broader context of the discussion process was conducted for two sub
research study to make the interviewees' more groups in two different days. And the second group
confident enough and to gain consent from discussion was started after twenty four hours of
participants. the first focus group discussion. The note-takers
should be encouraged to write these notes in full
The interview was conducted in a private within twenty-four hours after the group discussion
location with no outsiders present and where or certainly before the next group discussion,
people feel that their confidentiality is completely because longer the time between the group
protected. Finding such a location may be difficult discussion and revising the notes was result in a
in some settings, but every effort was made to loss of recall in the detail of the discussion, or if
protect participants’ privacy to the greatest extent subsequent groups are held the information from
possible. During interview session, I was take note different groups may become confused
and record the interview response via tape (Hennink,2007).
recorder in order to reduce the loss of audio
information and the interview information was be I was assigned two department heads from
transcribed. And the interview session was last pedagogy and psychology as moderator and note-
from one to two hours including break. As stated in taker that who facilitate sub focus group. I was
Mack et.al, 2005, on average, in-depth interviews acting as assistant and took detail note in addition
last from one to two hours. to note- taker information. The moderator was led
the focus group discussion, posing all questions
Following interview, focus group interview specified in the focus group question guide; keep
was employed with the selected participants such the discussion on track, and encouraging all
as Higher Diploma Program Candidates and participants to contribute. And the note-taker was
HDT/HDL'S. Focus groups are used for generating responsible for taking detailed notes of the
information on collective views, and the meanings discussion, even though focus group sessions are
that lie behind those views. They are also useful in typically tape-recorded (Hennink,2007). Focus
generating a rich understanding of participants’ groups work best when conducted by two
experiences and beliefs (Gill, 2008). For the researchers, often called facilitators. These
purpose of focus group interview, I was selected facilitators have both individual and shared
eight (8) participants from Higher Diploma responsibilities. One person acts as the moderator
Candidates, and all eight HDLs/HDTs and totally of the discussion and the other is the note-taker
sixteen (16) participants were selected. The (Mack et.al, 2005).
participants were segmented in to two sub groups
based on their status in order to maintain In order to maintain confidentiality in focus
homogeneity among group and discuss on the group, I was implemented name substitution before
question that was posed by the moderator. the session begins. For example, I was assigned
Segmenting the study population in this way is participants numbers, letters, or pseudo names for
done to ensure homogeneity amongst participants the moderator and note-taker to use on the seating
within each group to encourage effective charts and to identify speakers in their notes. To
discussion, and to enable a comparison of the sum up, the focus group was last one to two hours
issues raised between various sub-groups of the including tea break. Focus group sessions usually
study population (Hennink,2007). The qualitative last from one to two hours and should include time
work plan for each site was specify the for participants to take a break. If possible, they
approximate number of participants to be recruited should be scheduled no closer than 90 minutes

apart to allow time for each staff member to take a corresponding themes as they correlate with the
break, participate in a debriefing session, and research questions. An overview of the major
prepare for the next focus group (Mack et.al, 2005). themes and subthemes is provided below:
4.7 Method of Data Analysis (i) The Need For HDP Training
Teaching profession demands professional
In this study, I was employed qualitative aspect trainings
of data analysis. The qualitative data were (ii)Role of HDP Training for TDP
analyzed using the general inductive process which Improve teachers professional knowledge
allowed the researchers to uncover the most (iii) HDP candidates Perception
dominant themes from the data as they related to Positive attitude towards the HDP training
the purpose (Thomas 2006 as cited in Benes et.al, (iv) Module Revision
2016). Initially, I read the interview and focus Contextualizing the content of the module
group transcripts thoroughly to gain a sense of the Rigidity
data and to evaluate the data without bias. I Organizing Content
continued this holistic evaluation of the data Including additional content in the HDP
multiple times, and assigned labels for emerging module
themes that they then organized into the major (v) Challenges
themes and sub themes. Finally, summary of data Low regards from the side of University
from all sources and instruments was discussed all Negative attitude towards HDP from the side of
together. Then results and discussion was drawn. education graduates
Lack of inputs
Clashes between regular work and HDP
5. Results and Discussions training
(vi) Quality Education
The purpose of this study was to investigate Improve Students' Academic Achievement
teachers’ perceptions of Higher Diploma Program (vii) Professional knowledge gained from HDP
as opportunities for promoting ongoing and training
effective professional development. The data was Experience sharing
collected via focus group interviews and individual Assessment methods
interviews transcripts. To provide focus for this Action Research
research, the following questions were developed Reflection
and explored:
1. What are teachers' perceptions towards Higher The Need for HDP Training
Diploma Program (HDP)?
Many Participants in this study discussed
2. How Higher Diploma Program perceived by that teaching demands professional knowledge to
teachers' as opportunities for promoting teach the learners, because teaching is a profession.
professional development? All study participants reported that subject matter
knowledge merely is not enough to impart the
3. How participation in a Higher Diploma Program lesson. They felt that both professional knowledge
create continuous and relevant professional and subject matter knowledge makes the teacher to
development? be professional teacher.
4. What are the challenges that face the smooth One of the HDP candidate and participant of
running of the HDP training and how these this study in the interview session has supported
challenges affect HDP candidates or teachers this: 'Teaching is a profession and demands both
motivation towards HDP training? professional and subject matter knowledge. It is
complex task that all teachers need to understand.
In this part, a brief overview of the results and Some teachers consider teaching as simple task.
discussions from this study are provided. The seven That means, they consider it as merely talk and
major themes that surfaced while analyzing the chalk activity. However, teaching profession by its
results using the principles of grounded theory nature is not simple. For example, imparting the
(Strauss & Corbin, 1990) serve as the framework lesson in the classroom according to learner
for the discussion. A detailed discussion interest is not simple''(SSC, Participant 1).
summarizes the results in relation to each of the Teaching is a complex activity, requiring
professional decisions in situations where there are

no ‘right’ answers (MoE 2011). Furthermore, as knowledge in the FGD session: ''This training
indicated in Education and Training (2013) program is important for both teachers graduated
information, teaching requires complex and from education as well as applied, because it
dynamic combinations of knowledge, skills, improves teachers instructional skills of the
understanding, values and attitudes; their teacher'' (MSC, Participant 3). Another HDL
acquisition and development is a career-long further explained similar belief in the interview
endeavor that requires a reflexive, purposeful session: ''most higher education teachers lack
practice and high quality feedback . professional skills. Hence, it is vital for teachers to
improve their professional knowledge'' (ASL,
Another HDL and participant of this study Participant 1).Teacher development is the
has shared similar thought in the FGD session: important strategy to enhance professional. Teacher
''The problem in teaching and learning is how to will be able to perform tasks with effectiveness and
teach? How to teach is not simple but it is a create learning experience with efficiency. This
challenging task. Hence, teachers need to impact will be resulted in fully developed students
understand the way of teaching and learning'' (Boonmak et al.,2015).
(MSL, Participant 2).Teachers need a deep
knowledge of pedagogical content knowledge Finally, HDC and participant of this study
(PCK) in how to teach their specific subject for has also similar view in the interview session and
effective practice in diverse, multicultural, summarized this theme: ''HDP is highly important
inclusive learning environments (Hill et al., 2005). for teachers to improve their professional
Therefore, professional development is the only knowledge by creating awareness in methodology
way educators can learn so that they are able to of teaching, active learning method, conducting
better their performance and raise student action research etc. On the other hand, the
achievement (Mizell,2010). program is also important for accomplishment of
our institutional goal. One of our institution goal is
On the other hand, one of HDP candidate and to produce highly skilled manpower who have
participant of this study in the interview session necessary knowledge, skills and attitudes in their
further explained and summarized this theme: respective field of study. To produce these
''Higher education is more complicated in graduates, HDP training has its own contribution
instructional process than primary and secondary on institutional goal'' (ABC, Participant 2).
schools, because students are come from different
socio-cultural backgrounds and this makes the HDP Candidates Perception Towards HDP
instructional process much more complex. Hence, Training
professional trainings like HDP training gives a
direction in how to manage diversity during Many of the Higher Diploma Candidates in
instructional session (MAC, Participant 8). Today this study reported that they have positive attitude
teachers are expected to be knowledgeable of their towards HDP training, because HDP training is an
profession, maintain high academic standards, instrument to improve instructional skills of the
teach all types of learners through a variety of teachers. According to Anderson (2004) as
teaching strategies, and be accountable for each indicated in Addis Tsegeye (2008), whatever is
student’s academic progress (Barnard,2004). done in terms of distributing new curriculum,
educational effectiveness depends on teachers
Role of HDP Training for TPD attitude.
Many HDP Candidates, HDTs, HDLs, and One of the HDP Candidate and participant
Coordinators in this study described that HDP of this study in the interview session says : ''My
training improve Pedagogical Content Knowledge perception towards HDP is positive because the
(PCK) of the teacher. They felt that HDP training program is a big tool for teachers to develop
may fill the skill gap among teachers. They further professional knowledge on how to teach the
explained that it may enhance the teachers skill in learners. After I participated in HDP training, even
assessment methods, ways of conducting action my students performed well than before. In HDP
research, and implementing active learning method training program, we share experience with each
in large class size etc. other. In our group, for instance, there are
experienced teachers and we share their
One of the HDP Candidate and participant experience during group discussion session and
of this study has supported this and described how this experience has a great role in the classroom
HDP training is important for teachers professional instruction'' (TGcan., Participant 1).

SSCan. (Participant 2), is another HDP is Sharing, Discussing, and Practicing. HDP
candidate in the FGD session has further explained requires candidates effort and they have to practice
how HDP training changed his previous perception again and again to improve their teaching
towards HDP training and summarized this theme: methodology and assessment techniques''(MKcan.
''Before being I engaged in HDP training, am not Participant 8). The program has been assumed to
that much more interested towards the training. provide teacher educators with a practical program
Since am education graduate, I always ask myself to support their development as effective teachers
what is new from this training? After I participated and reflective practitioners with enhanced
in HDP training, I developed positive attitude professional status (MoE, 2003). The HDP is skill-
towards the HDP training because from this oriented training which each candidate tries to rest
training, I acquired necessary practical the lessons of each session in the classroom and
professional knowledge like different methods of reflects on his/her practice. The focus is on the
teaching, assessment methods, implementation of learning process and relates directly to teaching
active learning methods in the large class size etc''. methodology and practice (Addis Tsegeye,2008).
A successful innovation depends substantially on
teachers' attitude towards proposed curriculum On the other hand, the HDLs and Tutors in
alternatives. Students with teachers of positive group discussion explained that the opposite of
attitude towards teaching and the curriculum are learning is forgetting. Teaching is a profession.
found to be high-level achievers in learning Hence, a profession always needs training. HDLs
Keynes(1986),Cooper(1986),Chalhan (1988) and HDTs felt that though HDP module content
consider the teachers' attitude as a very important and undergraduate pedagogical course contents are
aspect in the teaching process and suggested that different, the teacher needs to update his/her
teachers' attitude towards the subject taught is one knowledge. As stated in OECD (2009), no matter
of the commonly studied teacher characteristics how good pre-service training for teachers is, it
(Addis Tsegeye,2008). cannot be expected to prepare teachers for all the
challenges they will face throughout their careers.
Some HDP Candidates Perception Education systems therefore seek to provide
Deference between Teachers/Candidates teachers with opportunities for in-service
from Education and Applied Graduates professional development in order to maintain a
high standard of teaching and to retain a high-
quality teacher workforce. Furthermore, teaching is
A few HDP Candidates from education
a complex task. Even experienced teachers
graduates reported that the perception of the
confront great challenges each year, including
candidates from applied graduates and education
changes in subject content, new instructional
graduates are not similar, because they reported
methods, advances in technology, changed laws
that applied graduates consider the content of HDP
and procedures, and student learning needs.
as vital for their professional development.
Educators who do not experience effective
Whereas, education graduates consider the contents
professional development do not improve their
of HDP module as repetition/redundancy of the
skills, and student learning suffers (Mizell,2010).
undergraduate courses.
However, majority of Higher Diploma Necessary Professional Knowledge, Skills

Program Candidates from both education graduates and Attitudes Acquired from HDP
and applied graduates discussed that undergraduate Training
pedagogical courses are more of theoretical. They
discussed that undergraduate course provide HDP candidates were asked to describe and
theoretical information than practical knowledge. discuss the necessary professional knowledge,
But HDP training contents are more of practical skills and attitude acquired from HDP training.
and engages teachers in practical activity that they Higher Diploma Program (HDP) Candidates
apply in the classroom instruction. reported that they have acquired professional
knowledge from this training program. As they
One of the HDP candidate as well as mentioned, they have developed necessary
education graduate has supported this idea by professional knowledge, skills and attitudes in the
saying: ''The contents of undergraduate following major areas of instructional process:
pedagogical courses and HDP contents are totally Instructional Phase, Managing Group, Reflection,
different. HDP module contents are more of Collaborative Work, and Action Research. These
practical and undergraduate pedagogical courses five aspects of professional knowledge, skills and
are more of theoretical. Furthermore, its principle attitudes acquired from HDP training are combined
in the summary below.

Instructional Phase (TGcan. participant 9), one of HDP

Candidate and participant of this study has
Many HDP Candidates in this study reflected explained in FGD concerning about the lesson that
that before HDP training they face challenges in he learned in managing group: ''I have learned the
the following instructional phases: introduction, way of grouping students and the way of managing
presentation, conclusion and evaluation while the groups. For example, one day while I was
teaching. HDP Candidates reported that after HDP teaching about the diversity of culture in the
training, they have improved this problem in classroom. I was divided students according to
instructional phase and teach the learners without their diversity of culture and I encouraged them to
confusion. One of HDP Candidate and participant share their experience with each other. In this
of this study in interview session has explained his mechanism, students are highly engaged in the
improvement in instructional phase after HDP group discussion. Before HDP training, some
training: ''Before being I engaged in HDP training, students are idle in the classroom. But after HDP
I face many challenges in applying instructional training, I assign tasks for each group members
phases properly especially in introduction part. I and observe group members in order to assure
start the session without introducing the whether all participants are participated in group
instructional objectives. But after HDP training, I discussion or not. In addition, before HDP
introduce the learners about instructional training, I perform all activities in the classroom.
objectives that going to be dealt'' (ABcan., But now I employ active learning method in the
Participant 2). classroom and students are active learner in the
classroom''.
MGcan. (Participant 8) is another HDP
Candidate shared similar thought in FGD session Reflection
on how HDP training improved instructional phase
and summarized this sub theme: ''I have showed Majority HDP Candidates in this study
some improvements in raising discussion questions reported that they have acquired necessary
for the class. Before HDP training, I raise professional knowledge on how to be a reflective
questions randomly which doesn't include the teacher. They felt that reflective teacher play a
learner capacity and some students reflect their significant role in improving instructional process
point of view for the raised questions. But after the in the classroom as well as out of classroom. The
HDP training, I intentionally prepare questions most effective teachers are those who think about
before class based on students achievement and their practice, those who try to improve their
contents. In this method, students are highly practice through careful planning and evaluation,
encouraged to participate in discussion part. and those who focus on the needs of the learners.
Furthermore, according to my person observation, They are committed to reflective practice,
confidence of the learner enhanced in the continuing professional development and
classroom participation and low achiever students constantly trying to improve (MoE,2011).
performance shown progress''. According to Ebiy (1997) cited in Addis Tsegaye
(2008), reflection is what a teacher does when
Managing group he/she looks back to the teaching and learning
processes that have occurred and reconstructs,
reenacts, and /or recaptures the events, emotion,
Many HDP candidates in this study
and accomplishments. He further explained that
discussed that they have acquired necessary
reflective teachers do not get bored easily and don't
professional knowledge on how to manage group
give up. Once they have identified a worthwhile
and the role of collaborative work to improve
goal for themselves and their students, they become
students' academic performance. Learning is a
very committed to achieve it. With limited time and
complex activity and an innate part of human
resources available, teachers who use reflective
development (MoE,2011). Blyth (1984) as
actions are likely concentrate on those concerns
indicated in MoE (2011), describes learning as the
until they consider them satisfactorily resolved.
product of continuous interaction between
development and experience through life.
Professional development for teachers is believed MAcan.(participant 4), HDP Candidate in
to be more effective in creating sustained change to interview session explained how she improved her
teaching practice when it is designed to knowledge on the concept of reflection: ''I have
accommodate to the learning needs of the students acquired necessary professional knowledge on how
as well as the teachers ( Aminudin,2012). to be reflective teacher. Instructional process need
reflective teacher: what is the needs and interest of
my students and how can I respond according their

needs. Reflection go together with planning. In acquired from HDP training on how to conduct
planning period, I identify their needs, their action research module, even I taught my PGDT
background. Next, I evaluate myself: how I students in a good manner. The knowledge that I
delivered the lesson and how my students gained from HDP training regarding action
understood the lesson. For example, in my self research is/are what makes action research differ
evaluation part, I identified my problem i.e. high from other form of research and
speed in presentation session in the classroom. procedures/approaches that we may fellow in
Speedy presentation didn't consider the learner conducting action research''. Action research is
understanding capability in learning process. I now participatory research and usually involves
improved this situation because female students collaboration between researchers. The evidence
asked me to reduce the speed during classroom collected is qualitative and meaningful to those
presentation''. involved (MoE,2011).
Collaborative Work Quality Education
Many HDP Candidates explained that they Many HDP Candidates, HDTs, HDLs, and
share experience with each other in HDP training Coordinators in this study discussed that HDP
because HDP training encourages collaborative training contribute a lot for quality education
work. One of the HDP candidate in interview because it improves professional knowledge of the
session explained how collaborative work teacher and this in turn improve students' academic
improved his professional knowledge:'' Since HDP performance. The aim of the Higher Diploma
Candidates are from different backgrounds and Programme for teacher educators is to improve the
field of specializations, this diversity of them gives quality of education in Ethiopia (MoE,2011).
an opportunity for candidates to share experience Effective professional development affects
with each other. Candidates raise one issue from students. Student learning and achievement
different perspectives or point of views. Too much increase when educators engage in effective
time is late for candidates and candidates raise professional development focused on the skills
their own point of view. After a long period of educators need in order to address students’ major
debate, they come up with common agreement. This learning challenges (Mizell,2010). Furthermore, a
experience sharing has its own role in the quality teacher is one who has a positive effect on
improvement of classroom instruction'' (SScan student learning and development through a
Participant 7). Effective professional development combination of content mastery, command of a
is active when it engages teachers physically, broad set of pedagogic skills, and
cognitively, and emotionally through activities communications/interpersonal skills. (Yoon et al.,
such as problem solving, sharing and discussion 2007). In fact, research has repeatedly shown that
(Tate, 2009). the most important variable in student achievement
is the quality of the teacher in the classroom
Action Research (Block, 2000; Darling-Hammond, 2000; Haycock,
Jerald, & Huang,2001 ( as cited in Reading First
Program Nootebook,2005).
All HDP Candidates in this study reported
that their knowledge of conducting action research
is improved than before. HDP Candidates felt that One of the participant of this study and HDL
conducting action research in teaching learning has supported the above idea and explained how
process is play a significant role for teachers to HDP training has impact on students performance:
understand the challenges that they may face in the ''we informally check whether HDP candidates
instructional process. implement the professional knowledge that they
have acquired from HDP training. As they told us,
they apply the pedagogical knowledge that they
MAcan (Participant 5), in interview session
have gained from HDP training and their students
explained this: ''Before HDP training, I have a
performance shown progress than before HDP
little knowledge about the concept of action
training'' (ASL, Participant 3).
research. I have confusion on what approach that
action research to be conducted. Many teachers
follow similar approaches for action research like Research evidence shows that various kinds
other research methods/procedures such as senior of teacher training, capacity building and work
essay, thesis etc. However, after training of action experience have positive effects on education
research in HDP training session, I improved my quality. Having well-trained and experienced
understanding. Based on the knowledge that I teachers in schools is just as important as good
education materials and good relationships between

teachers and communities (Workneh Abebe and but not in the higher education context. All the
Tassew Woldehanna 2013). Similarly, according to study participants suggested that examples and case
Harris and Sass (2006); Mpokosa and Ndaruhutse studies should be written in the context of higher
(2008) as indicated in Workneh Abebe and Tassew education and should be related to teachers daily
Woldehanna (2013), assert that the availability of work, because the teachers will understand the real
well-trained teachers, through pre-service teacher challenges that they will face in the classroom as
training, in-service professional development and well as out of classroom; if the examples and case
the informal training obtained through on the- job studies written in the context of higher education.
experience, is central to improving the quality of Effective professional development for teachers is
education. job-embedded, which makes it both relevant and
authentic. Teachers deem professional development
HDP Module Content Revision relevant when it directly addresses their specific
needs and concerns, or when they see a connection
between a learning experience and their daily
Many HDP candidates, HDTs, HDLs, and
responsibilities Guskey,1995( as stated in Tate,
Coordinators in this study reported that HDP
2009).
training module needs revision. HDP was
introduced in AMU since 2004 and the module
revised only once in 2011 after the introduction of One of HDL and participant of this study
HDP in Ethiopia. Almost all participants in this has supported this: ''HDP module contents
study stressed that even though the contents of demands revision, because some cases and
HDP modules are practical oriented, still some examples written in the modules are not in the
contents are below standard. The study participants Higher Education context. Rather it is written in
explained that some contents in the HDP module primary and secondary school context. First the
are written in primary and secondary school module is prepared for college instructors and
context than higher education institutions. They MoE copied these modules and forced university
discussed that the HDP module contents are not up instructors to take the training. It is possible to
to the standard of the higher education. But construct cases as well as examples from higher
professional development is most effective when it education based on different higher education
occurs in the context of educators’ daily work instructors' field of study/discipline. For instance,
(Mizell,2010). we have a number of cases from technology,
Health Sciences, Agriculture, Social Sciences,
Natural Sciences etc. Therefore, it is better to
Majority of HDP candidates, HDTs, HDLs,
consider cases and examples which are not written
and Coordinators discussed the parts of HDP
in higher education context'' (ASL, Prticipant 9).
module that needs modification. Study participants
Professional development programs was more
identified five parts of the HDP module that needs
likely to be useful for teachers if it was sustained
revision such as examples and case studies stated in
and intensive, connected to teachers’ daily work,
the module, rigidity of the module, integrating the
and coherent with other teaching and learning
HDP module with ICT, including the concept of
initiatives (Birman, Desimone, Porter, & Garet,
Educational Planning and Management, and
2000; Garet, Porter, Desimone, Birman, & Yoon,
Organizing the contents of the module again.
2001; Hawley & Valli, 1999; Wilson & Berne,
Professional development will be more effective if
1999 as cited in Walters,2016).
its content is related to the needs of the instructors
relative to their programs and learner populations.
Content is often identified by both the instructor’s Conflict with Regular Module
self-determined needs and preferences and the
program administrator’s needs to improve Majority of HDP candidates discussed that
instructional services, correct a program deficiency, HDP training conflict with regular work. They
implement a program change, and meet a Federal reported that HDP session has been conducted two
or State mandate. Content also must be aligned times in a week and took four hour in each week.
with national, State, or district standards in core This relatively affect the regular work. They felt
content academic areas (Sherman et al.2003). that the HDP module has a nature of rigidity. For
instance, candidates from health sciences are
Examples and Case Studies unable to attend the program/training. Since they
have various field works, it is hardly possible for
them to attend the training in such a way.
Many participants of this study discussed
Therefore,majority of HDP Candidates suggested
that examples and case studies written in HDP
that the module should be flexible according to the
modules are primary and secondary school context
needs of participants. Many teachers either do not

find suitable professional development, or cannot this: It is a one year training and candidates
attend because of conflicting work schedules expected to complete 132 hrs. This makes
(OECD,2009).To be most effective, teachers’ candidates get bored in the training.
professional learning should be based upon an
assessment of their specific learning needs and Organization of the Module
feedback about their teaching (GTE,2005).
HDP candidates discussed that organization
Lesson Plan of the module should be revisited again. They
reflected that in under module one (Reflective
Many HDP candidates, HDTs, and HDLs are Teacher Educator Part), there should be an action
discussed that the lesson plan components are not research as sub content because training action
clear. The components of the lesson plan are not up research in first module is important to conduct
to the standard. HDLs and HDTs are felt that the action research in subsequent modules and other
components of the lesson plan is too much. One of instructional problems. (MAcan., Participant 10):
the HDT and participant of this study has HDP Candidate and participant of this study has
supported this: ''Lesson plan format is designed for supported this: ''As to me action research part
college instructors but not university instructors. should not be as independent module/content
As higher education institution, the phase should because if we are trained action research in the
be three such as Introduction, Presentation and first module, that may help us how to conduct
Stabilization''(TGT, Participant 10). ASL action research in the rest modules/contents that
(Participant 2),another HDL further explained and we will train later. Therefore, the HDP training
summarized this sub theme: ''format of session plan module should be reorganized''.
has no directives, because its format is also
designed for college instructors''. Module Preparation
Time Duration HDP Candidates in FGD session discussed

that module preparation should be included in the
Many HDP candidates in this study reflected HDP Module as one content. They reported that the
that giving ample training time for HDP training is way of module preparation should be included in
vital to acquire necessary professional knowledge. the module because many teachers have lack of
The participants of this study discussed that if the professional knowledge in module preparation in
allocated time is not enough, we cannot easily our institution. HDP candidates felt that some
understand pedagogical content knowledge (PCK). teachers download some materials from the internet
Candidates felt that we need time to share, discuss, and give students without any edit. Not
and practice the issues raised in the HDP session. surprisingly, they gave that material including its
web site, chrome picture etc. One of Higher
As OECD’s comparative review on teachers Diploma Coordinator (HDC) and participant of this
noted (OECD, 2005):Effective professional study has supported this in the interview session:
development is on-going, includes training, ''as to me in HDP module there should be module
practice and feedback, and provides adequate time preparation part in order to improve teachers
and follow-up support. Time is key to success; used professional knowledge on how to prepare modules
inefficiently, however, it will derail any new because many teachers in our institution have lack
improvement effort (Hirsh,2014). of knowledge on module preparation'' (ABcon.,
Participant 2).
The time teachers spend in professional
development makes a difference as well, but only Integrating HDP module with ICT
when the activities focus on high-quality subject-
matter content. Extended opportunities to better Majority of HDP candidates discussed that
understand student learning, curriculum materials the HDP module content should be integrated with
and instruction, and subject-matter content can ICT. They felt that using technology in the
boost the performance of both teachers and classroom instruction may enhance students
students (http://www.tolerance.org/article/teaching academic performance. The study participants
-teachers). However, some candidates felt that the discussed that to use technology properly in
training is a one year training and this makes the instructional process, there should be training on
training boring. Candidates felt that the time ICT in education. (MGcan. Participant 9): HDP
duration should be reduced. AScan. (Participant 1), Candidate and participant of this study explained
participant of this study and HDL has supported that: ''The module should be integrated with

modern technology like ICT in education because ''references cited in HDP module are
instructional process that will be supported by outside/abroad authors. There is a few authors
technology may improve students' academic from Ethiopia. As far as my knowledge concerned,
performance''. Teachers need to be trained on how there are many Ethiopian Scholars who have good
to operate instructional technology, but it can’t stop background on pedagogy and publications on
there. They also need to be trained how to use that pedagogy. Why their findings and experiences are
technology to promote student understanding—the not included in the module''?
ultimate goal (Walters,2016). In addition, when
teachers are educated to employ technology Candidates Reactions Towards the Content
effectively, they can develop lessons that of the HDP Module
strengthen student understanding, cooperative
learning, and problem-solving skills across the
curriculum (Kurt, 2010 as cited in Majority of HDLs and HDTs in the FGD
Blackmon,2013). session reported that candidates are not interested
in the some content of HDP module. They felt that
most of the time, the candidates disregard the
Educational Planning and Management examples and cases written in the module by
raising the value of cases/examples which are
Many participants in this study discussed that written in the HDP module for their professional
the concept of Educational Planning and development.
Management should be included in the module.
Since candidates are teachers, department heads, ASL (Participant 4): HDL and Participant of
college deans and other university officials, the this study explained how the HDP Candidates
knowledge of Educational Planning and disregard examples and case studies by
Management is important to lead their respective substantiating the above idea with an example. In
departments, colleges etc in a proper manner. They social inclusion part, for instance says: Tamiru is
felt that if the concept of Educational Planning and in Grade7. He is good at Mathematics, but he can
Management included in HDP module, the hardly read the simplest material. They say what is
candidates will acquire professional knowledge on the importance of this example for my professional
how to lead educational organization, because the development? Due to this problem, we jump the
concept of Educational Planning and Management case studies and examples part and proceed to the
is about how to manage and lead educational next part. On the other hand, HDLs and HDTs felt
organizations. that some parts of the contents description is
shallow. They reported that descriptions are not
One of the HDT and participant of this study supported by empirical studies. Due to this
has supported this idea: ''In the module, the concept problem, teachers/candidates are reluctant to do the
of Educational Planning and Management should activities in the session. They get bored in the HDP
be included. Since candidates are teachers, session. And they say what is new information that
department heads, college deans, directors etc, I learn from this information. On the other hand,
including/adding the content of Educational before starting the HDP session, candidates say the
Planning and Management is important for/to module needs revision even after looking at the
them by creating awareness on how to lead and date written on the HDP module (2011).
manage the educational organizations like
university'' (SST. Participant 6). Challenges
Reference Books Majority participants were discussed in
challenges of smooth running of the HDP training.
Majority of HDP Candidates, HDTs, and Seven major challenges were discussed: Low
HDLs reported that HDP module is not organized incentive, follow up and support from the side of
from national and international experiences, the university, low motivation and lack of
because majority authors cited in the module are experience from the side of the HDLs and HDTs,
outside authors. They felt that almost all authors Low motivation from the side of HDP candidates,
cited in HDP module are outside authors and this Low regard from the various Departments, Low
makes the module organization, writing style, and value for HDP Certificate.
experiences merely from international perspective
than national and international perspective. (ASL, Low Incentive
Participant 7): HDL and participant in the study has
supported this in interview session and explained:

Many participants in this study felt that the and follow up from side of the university''. It is
university provide low incentive for HDP Leaders, suggested that teaching professional development
Coordinators, and HDP candidates. They reported requires systematic support and process to evaluate
that the incentive mechanism of our university is its effectiveness since it affects the excellence and
very low as compared to other universities like standard of advance career (Ministry of Education
Dilla University, Wachamo University ,Gondar 2009 as cited in Boonmak et.al,2015). Professional
University. For example, according to HDLs and development is only as effective as the outcomes it
Coordinators information, the Wachamo University is intended to produce. Effective professional
incentive for HDL is 18,000 Ethiopian Birr (ETB) development is planned and managed by
and use 6cr.hr for each candidate. administrators and teacher leaders working
together. It is driven by what students need rather
But our university incentive for HDP than what adults think they want. A coherent plan
Candidates, HDP Leaders, and Coordinators is not with measures for success puts professional
that much more encouraging. The university use development on the correct track. Left to individual
3cr.hr for under loaded Higher Diploma Program planning and selection, professional development
Leaders and 6 ch.hr for overloaded Higher becomes fragmented and its effect is limited
Diploma Program Leaders and 2ch.hr for HDP (Hirsh).
candidates as incentive. Higher Diploma Tutor
(HDTs) have no payment and HDP Coordinators' In addition, effective professional
incentive is similar with Department head position development programs should be supported with
allowance. But according to the first hand strong leadership and appropriate resources; is
information from HDLs and HDP Coordinator drawn from and measured by data on students,
indicate that, Gondar University recruited foreign educators, and systems; applies appropriate designs
expert as HDP Coordinator and the salary is for learning; has substantive implementation
monthly based which is 30,000 Ethiopian Birr support; and focuses on student and educator
(ETB). One essential component in fulfilling that standards, Standards for Professional Learning
imperative is the strategic allocation of human, Forward, 2011 (as cited in Missouri Professional
financial, and time resources to guarantee that all Learning Guidelines for Student Success,2013).
teachers have access to high-quality professional
development (Archibald et al.,2011). Low Motivation from the Side of the HDP
Candidates
In addition, spending more may allow for
greater intensity: higher quality, more time for HDLs reported that HDP candidates have low
learning, and more follow-up support as educators motivation towards HDP training. The indicator of
apply their learning (Mizell,2010). Professional their low motivation towards for the training is
learning is the most important investment school discussed from three directions. First, the
districts can make to help retain teachers, improve registration process for HDP training. The
instructional skills, foster professional growth, and departments and colleges force the teachers to
advance student achievement. While PD is often register in HDP in order to attend the HDP training.
required and well funded, there is evidence that This implies that they have low motivation
teachers often find little worth in the offerings towards the HDP training. Second, high absentees
available to them. Therefore, the most useful PD and drop out from the training. MK: Participant of
should be strategically structured for value to the this study explained that: '' candidates absenteeism
teacher and efficiency in the classroom – with the and drop out problem from his group. For
ultimate goal of positively impacting student example, initially, we have more than forty (40)
growth (http//www.teachermatch.org/blog/ ). candidates. But now we have only twenty three (23)
candidates. Even from them, many candidates
Low Support and Follow Up referred to next year''. According to HDP
guideline one candidate should attend 80% i.e.
Participants of this study discussed that more than 2 absent is impossible in each module.
there is lack of support and follow up for the Third, majority of the candidates did not submit
smooth running of the HDP training from the side reflective activity on time to the HDLs/HDTs for
of the university. (MSL, Participant 3): HDL and comment.
Participant of this study Says: ''The university is
half committed to run the program because there is The HDLs/HDTs and HDP Candidates
shortage of inputs such as stationery materials, discussed the reason why the candidates have low
suitable HDP training rooms, giving low credit for motivation towards the HDP training. They
HDP graduates. Besides, there is lack of support reported that the reason behind for low motivation

of candidates is there is low regard from academic different theories of pedagogy. These theories are
management body of the university. They felt that not simple to elaborate for HDLs from other field
we have positive attitude towards the program of study and they are unable to make the training
however, there poor commitment towards this concrete and the session more interesting for
training. That is why the HDP candidates, candidates.
HDLs/HDTs, and HDP coordinators have low
motivation towards the HDP training. For the last about seven years, the program
was run by Institutional Quality Enhancement
The incentive that the university provide for (IQE) Directorate Director Office and they assign
candidate as well as HDL is not that much more Higher Diploma Leaders and Higher Diploma
motivating the participants. Motivation is both Program Coordinators from other field of study
intrinsic and extrinsic. The university consider and the program faced a number of challenges.
ch.hr. as incentive for both candidates and HDP However, this year, there is some sort of
Leaders. How cr.hr can be an incentive? Why improvement because now the HDP training has
promotion? Research shows that effective been run by the School of Pedagogical and
professional development for teachers supports Behavioral Sciences.
teacher motivation and commitment to the learning
process. To this end, teachers’ personal and MSL (Participant 3): Higher Diploma
professional needs are considered and their Leader (HDL) and participant of this study has
individual learning styles and preferences are supported the above idea in interview session by
accommodated (Tate, 2009). saying: HDP training program demand the
professional knowledge, skills and attitudes of
Low Motivation from the Side of the HDLs pedagogy and a lot of preparation to train HDP
candidates. As my first hand information from my
HDP Candidates discussed that HDLs are not colleagues, some HDP Leaders simply read the
highly motivated to treat the candidates due to lack topic and sub topic in the HDP session. However,
of incentives. The incentive that the university give HDP training encourages to engage candidates to
for HDL is not attractive and encouraging them to work collaboratively in group work in order to
do more. The university allocate 3cr.hr for under share their experience with each other and to
loaded leaders and 6 ch.hr for overloaded leaders. understand the concept of the raised issue.
HDP Candidates reflected that HDLs and HDTs are
not well prepared, because even they have no Low Regard from the side of the
prepared slide. Departments
In addition, they have knowledge gap for the Majority HDP candidates discussed that the
questions raised by candidates and not summarize departments have low regard for this training
the main points at the end of the session. And program. The departments assign HDP candidates
simply reading the activity and assigning the in the other department tasks in HDP session day.
groups to discuss without clarifying some points They force candidates to attend DC meetings,
regarding the activity. assign as invigilator and participant in different
committee tasks. The department regard HDP
ABCor. (Participant 7): HDC and participant training as secondary issue in their department.
of this study in the interview session says: Some
HDLs themselves reluctant to carry out the
program. They are not committed to run the
program. Due to that reason, some candidates are
not attend the program regularly. To improve their
Low Value for HDP Certificate
attendance, some HDL's take the attendance
seriously and take measures based on criteria set Majority of HDP Candidates, Leaders as well
in module( <80% refer and >80% pass). as Coordinators said that there is no clear
value/credit for HDP Certificate. The legislation of
the university justified that the HDP Certificate will
Higher Diploma Leaders Lacks Experience carry 5% in any position competition including
scholarship. However, it is not still practical and
HDP Candidates reported that some HDLs there is no one who is rejected from competition.
lack experience. They reported that the program ASL (Participant 1): HDL and participant of this
demands professionals of pedagogy and experience study says: ''In our university, there are different
related to the profession. For instance, there are positions being posted for academic staff members

including scholarship position. But HDP enhance the teachers skill in assessment methods,
Certificate is not asked as a minimum requirement procedures of conducting action research, and ways
in any competition that the university post. Hence, of implementing active learning method in large
the value of HDP is not clear for candidates as class size etc. Therefore, HDP candidates or
well as HDLs''. Furthermore, MSL (Participant teachers have positive attitude towards HDP
10): another HDL and Participant of this study training, because HDP training is an instrument to
says: ''The value/credit for the program including improve instructional skills of the teachers.
license should be improved. Currently, HDP
certificate has paper value though the university Through HDP training, HDP candidates or
legislation says HDP certificate carries 5% for teachers have acquired necessary professional
position competition because this 5% is not knowledge. They have developed necessary
practical''. professional knowledge, skills and attitudes in the
following major areas of instructional process:
Absenteeism Instructional Phase, Collaborative Work,
Reflection, and Action Research. On the other
Majority of HDLs, HDTs, and HDC reported hand, HDP training contribute a lot for quality
that there is high absenteeism of HDP candidates in education because it improves professional
each HDP session. They felt that some candidates knowledge of the teacher and this in turn improve
have lack of interest toward the training. Even the students' academic performance. However, HDP
candidates are forced to register in order to attend training module still needs revision, because some
this training by college deans and department contents of HDP modules are below standard. That
heads. They reported that HDP training demands means some of contents of HDP module are written
university, college/institute/school, and department in the primary and secondary school context than
commitment. higher education context.
Majority of HDLs and HDTs are reported that Although the program is important for
HDP Candidates usually ask permission. teachers to improve their professional knowledge,
Candidates are primary beneficiary from this the program currently facing a number of
program. But they hear some misleading challenges that affect the smooth running of the
information from previous candidates and develop HDP training. The challenges are emanates mainly
negative attitude towards the program. HDP from four directions/sides such as university,
Candidates reflected the reason for absenteeism is departments, HDP candidates, HDLs and
low incentive and commitment from the side of the Coordinators. From the side of university, there is
university and HDP module organization. They felt low incentive, lack of follow up and support and
that the university incentive, follow up and support these challenges may impede the success of the
for the success of the program is not encouraging. program. On the other hand, HDLs, HDP
In addition, the HDP Candidates and participant of Candidates as well as Coordinators have low
this study reported that the HDP training module motivation towards the program because of lack of
below the standard. According to their response, follow up and support and low incentive from the
these are the reasons for low participation in HDP side of university. The university follow up and
training program in Arba Minch University. support is not encouraging. Besides, there is low
regard from the side of the department because the
departments assign the teachers in various routine
6. Conclusions and Implications For activities in the HDP session day. Finally, the
Educational Policy and Further value for HDP Certificate is unclear because there
Research is low value for HDP Certificate.
6.1. Conclusions 6.2. Implications For Educational Policy

(AMU, FDRE, Ministry of
Based on the above results and discussions, Education)
the following conclusion remarks were drawn:
Improving the quality of education should
Teaching is a profession and demands undoubtedly be a focus of attention. Continuing
professional and subject matter knowledge. professional development such as in-service
The professional knowledge will be acquired training is one of the most pressing of all the
through professional development training factors that affect quality of education (Bekalu
programs like HDP. The HDP training can improve Atnafu,2006). Professional development programs
the professional knowledge of the teachers . It may

are systematic efforts to bring about change in the implementation with feedback to ensure it responds
classroom practices of teachers, in their attitudes to educators’ learning needs (Mizell,2010).
and beliefs, and in the learning outcomes of
students (Guskey,2002). Participants in this 6.3. Implications For Future Research
discussed that HDP training is important training
for teachers in order to improve their professional
Good teaching is not an accident. While some
knowledge. Hence, HDP Candidates have positive
teachers are naturally more gifted than others, all
attitude towards the HDP training. They believe
effective teaching is a result of study, reflection,
that this training may enhance their instructional
practice and hard work. A teacher can never know
skill. However, HDP training is poorly coordinated
enough about how a student learns, what impedes
and managed in Arba Minch University.
the student's learning, and how the teacher's
instruction can increase the student's learning.
The Ethiopian Federal Ministry Education Professional development is the only means for
(MoE) has no clear structure regarding HDP teachers to gain such knowledge. Whether students
training that govern all university. Due to that are high, low or average achievers, they will learn
reason, the Ethiopian public universities run this more if their teachers regularly engage in high-
training program as they like. Some universities quality professional development (Mizell,2010).
incentive, follow up and support for the program is
encouraging. In this study, HDP candidates,
Educators who do not experience effective
HDLs, HDTs, and Coordinators throughout
professional development do not improve their
interview as well as FGD session stressed that the
skills, and student learning suffers (Mizell,2010).
Arba Minch University incentive, follow up and
Effective professional development opportunities
support is not encouraging. As a result, HDP
for educators is vital to the effective classroom
Candidates, HDLs, HDTs, and Coordinators have
implementation of new knowledge, skills and
lack of motivation towards the trainings. Therefore,
strategies that lead to increased learning for
it is better to consider/revisit the incentive
students (Missouri Professional Learning
mechanism that the university currently applying.
Guidelines for Student Success,2013).
Furthermore, the support and follow up for the
success of the program should be improved.
Professional development program requires The HDP Training is one of professional
systematic support and process to evaluate its development program that aimed to improve
effectiveness since it affects the excellence and quality education in Ethiopia. In this study,
standard of advance career ( MoE, 2009 as cited in teachers perception towards HDP training as
Boonmak et.al,2015). opportunity for promoting for professional
development was ascertained. But the study merely
assessed teachers perception towards the training
On the other hand, many participants in this
but not its impact on students performance. In
study reported that the module organization is not
addition, the study didn't not investigate the role of
up to the standard and needs revision. The HDP
university academic management body
training was introduced in Ethiopian Higher
commitment towards the success of this training
Education since 2004 and revised only once in
program.
2011. Study participants felt that the HDP module
needs revision because some contents are not
written in the higher education context. Therefore, future researchers and scholars can
Consequently, HDLs and HDTs jump contents conduct further study on HDP training and its
written in primary and secondary school context. impact on students academic performance to better
Besides, HDP candidates in this suggested understand the positive impact of this training
additional contents to be included in the HDP program on quality education in general and
module. The current training module contents students' academic performance in particular.
contains four modules viz. Reflective Teacher Teaching quality and school leadership are the
Educator, Managing Learning, Action Research most important factors in raising student
and School/Organization Placement. The additional achievement. Educators learn to help students learn
contents that they suggested to be included in the at the highest levels. Many people may not be
HDP Module are: ICT in Education, Module aware of their local school system’s methods for
Preparation, and Educational Planning and improving teaching and student learning.
Management. Therefore, by considering these
findings, MoE should revise the HDP module Professional development is the only strategy
again. Professional development requires school systems have to strengthen educators’
thoughtful planning followed by careful performance levels. Professional development is

also the only way educators can learn so that they edition,University of South Florida Tampa,
are able to better their performance and raise Florida, USA.
student achievement (Mizell,2010). In addition,
[5] Archibald et al., (2011), High-Quality
future researchers and scholars can conduct their
Professional Development for All Teachers:
study on the role of university academic
Effectively Allocating Resources, National
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Comprehensive Center For Teacher Quality.
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Teachers” Perceptions of Staff Development
7. Study Limitations In Three Public Northeast Tennessee Elementary
School Districts, PhD Dissertation, East Tennessee
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Campus and Main Campus. This level of previous
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Imperial Journal of Interdisciplinary Research (IJIR)

Vol-3, Issue-6, 2017

Teachers' Perception of Higher Diploma

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levels of competency, transmission of knowledge, educators have received very little or no

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2. How Higher Diploma Program perceived by 3.3 Necessity of Teachers Professional

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According to Komba and Nkumbi,2008 ( The domain of "institutional structures" as

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4.5 Procedures of Participant

The participants of this study were selected in the

Higher Diploma Candidates: from four

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However, majority of Higher Diploma Necessary Professional Knowledge, Skills

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Instructional Phase (TGcan. participant 9), one of HDP

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Collaborative Work Quality Education

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Time Duration HDP Candidates in FGD session discussed

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6.1. Conclusions 6.2. Implications For Educational Policy

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0602 (print)1470-1278 (online)/02/03/040381-11 [31] Mizell (2010), Why professional development

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