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Critical Review of Primary and Secondary Schools Teachers’ Professional Development Policy Framework and Practical Toolkit in Ethiopia: Implications for Improvements

Date: May 26,2022 |Hits: 2580 Download PDF How to cite this paper

Girma Moti  Geletu

PhD Candidate in Curriculum Studies, Department of Curriculum and Instruction, Addis Ababa University, Addis Ababa,   Ethiopia.

*Corresponding author: Girma Moti  Geletu


The study critically examined the practicability and ambiguity of primary and secondary schools teachers’ continuous professional development policy framework and its practical toolkit. A qualitative method with content analysis design was employed throughout the study. The data were collected by using coded sheet checklists and analyzed on the bases of their themes and predetermined criteria. The finding indicated that there was lack of common understandings and harmonization among learning communities of practices on the framework and practical toolkit. The framework was generic, not transformative and didn’t propose appropriate induction models like basic orientation, beginning teacher development and transformative induction models for novice teachers. The professional competency development areas were not exactly identified by educational leaders for veteran teachers to be practiced through effective professional development activities. The framework didn’t show alignments among teachers’ continuous professional development practices, teachers’ performance evaluation and career growth paths. Teachers’ professional development practices should focus on effective professional development (structural and opportunities to learn) features to improve their professional competencies, classroom practices and students’ learning outcomes. Therefore, new professional development policy framework and practical toolkit should be developed to the standard and implemented on the right time to improve the professional competencies of Ethiopian primary and secondary schools’ teachers.


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How to cite this paper

Critical Review of Primary and Secondary Schools Teachers’ Professional Development Policy Framework and Practical Toolkit in Ethiopia: Implications for Improvements

How to cite this paper:  Girma Moti  Geletu. (2022). Critical Review of Primary and Secondary Schools Teachers’ Professional Development Policy Framework and Practical Toolkit in Ethiopia: Implications for Improvements. The Educational Review, USA6(5), 158-166.

DOI: http://dx.doi.org/10.26855/er.2022.05.002

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