Exploring Higher Diploma Professional Training and its Implementation at Madda Walabu University as perceived by teachers.
Keywords:
Higher Diploma Program, Implementation, Educator, PerceptionAbstract
Exploring Higher Diploma Professional Training and its Implementation at Madda Walabu University as perceived by teachers.
Abraham T. Mekonnen1*(PhD, Email: abrahamt@hu.edu.et ,Hawassa University
Demissie K. Moroda1(MA), Email: demiskorsa@gmail.com Madda Walabu University
Abstract
The concept of professional development is significant in the learning community. This study's main objective was to find out how Madda Walabu University teacher educators felt about HDP training in particular. University teacher educators who took part in the program in the years 2021/22 made up the study's participants. The most often used data collection techniques in this qualitative case study were interviews and observations. After two training sessions were observed, six teacher educators, two HDLs (Higher Diploma Leaders), one HDT (Higher Diploma Tutor), and one HDP Coordinator were interviewed. The qualitative data was presented in a systematic manner. The study findings revealed that the program's forced nature dampened participants' enthusiasm, and a variety of disappointing and dissatisfying situations, such as the competence of instructors and leaders and the lengthened schedule, stifled their efforts to get the most out of the program. Furthermore, several activities in the program were shown to encourage deception, and there appeared to be a schism among participants regarding the importance of school placement. Despite the setbacks, participants eventually recognized the importance of the program in the majority of its components. In general, the HDP is perceived by trainee teachers as bureaucratic, decontextualized, lack active learning and engagement and viewed solely as a professional development program that provides information. As a result, researchers recommend that the training module shall be reviewed and emphasize on technology-enhanced pedagogies, teachers' ethical perspectives and commitments, as well as assess its impact on the teaching/learning process.
