Потребности в профессиональном развитии учителей английского языка в Эфиопии

В настоящем исследовании изучались текущие потребности в профессиональном развитии учителей английского языка в начальной школе. В исследовании применялся комплекс методик. Участниками стали шестьдесят четыре учителя английского языка начальных классов. Они были выбраны случайным образом из шести начальных школ. Для сбора данных использовались опрос и интервью. В опросе приняли участие все учителя. Кроме того, восемь из них находились под наблюдением во время обучения в классе. Кроме того, шесть инструкторов приняли участие в интервью и обсуждениях в фокус-группах. Результаты опроса показывают, что большинство учителей оценивают свои навыки говорения и чтения на среднем уровне, при этом между оценками учителями навыков говорения и чтения наблюдается умеренная значимая корреляция. По завершении интервью были собраны и проанализированы качественные данные для подтверждения результатов исследования, что позволило установить, что учителя имеют острые потребности в овладении английским языком и должны постоянно развивать свои педагогические и предметные знания. На основе полученных данных в министерство образования были внесены предложения по подготовке мероприятий по повышению квалификации с учетом потребностей учителей.

1. All Wright D. Developing principles for practitioner research: The case of exploratory The Modern Language Journal. 2005. Vol. 89, no.3, pp. 353-366. DOI:10.1111/j.1540- 4781.2005.00310.x
2. Angeliki C. The Role and use of course books in EFL, 2011. Available at: https://files.eric.ed.gov/fulltext/ED524247 ( Accessed 23.02.2020).
3. Bailey K. M., Curtis A., Nunan, D. Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle, 2001.
4. Bolam R. Emerging policy-trends: Some implications for continuing professional development. Journal of In-Service Education, 2000.
5. Borg S. Conditions for teacher research. English Teaching Forum, 2006. Vol. 4, no. 44, pp. 2227. DOI:10.1080/13674580000200113.
6. Butler Y.G. What level of English proficiency do primary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan, 2004.
7. Craft A. Continuing professional development: A practical guide for teachers and schools. Rutledge Famer: London; New York, 1996.
8. Craft A. Continuing Professional Development: A practical guide for teachers and schools. London: Rutledge Falmer, 2000.
9. Dereje N. Teaching in Ethiopia. Policy and practice. (unpublished Ph.D Thesis). Addis Ababa University, 2012.
10. Diaz-Maggioli G. Professional development for language teachers. Eric Digest. Center for Applied Linguistics, 2003. Available at: http://cal.org/resources/digest/0009diaz.html (Accessed 3.1.2019)
11. Earley P. and Porritt V . Evaluating the impact of professional development: The need for a student-focused approach. Professional Development in Education, 2014.
12. Eyasu et al . Policy Debate in Ethiopian Teacher Education: Retrospection and Future Direction. International Journal of Progressive Education, 2017. Vol. 13(3) pp. 61-70
13. Fekede G. Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform, 2014. Available at: http://ro.ecu.edu.au/ajte/vol40/iss5/1
14. Getachew W. Eba M. & Zeleke T. Primary EFL Teachers’ professional development needs in Benishangul Gumuz regional state, 2019.International Journal of Management, Technology and Engineering. 9 (2). P.1029.
15. Gravani M. N. & John P. D. "Them and us": Teachers and tutors' experiences of a "new" professional development course in Greece. Compare: A Journal of Comparative and International Education, 2005. Vol.35 (3), 303-319. (Accessed 3.1.2019)
16. Heugh K. et al. Study on Medium of Instruction in Primary Schools in Ethiopia Commissioned by the Ministry of Education: Final Report. Addis Ababa: Ministry of Education, 2007.
17. Johnson K. E., Golombek P. R. Research on second language teacher education: A sociocultural perspective on professional development. New York, NY: Routledge, 2011.
18. Kelly P. What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 2006. Vol. 32(4), pp. 505-519. DOI:10.1080/03054980600884227.
19. McGrath I. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press, 2002.
20. Miller J. Social Languages & Schooling: The Uptake of sociocultural perspectives in schools’. In Hawkins M. (ed.), Language Learning & Teacher Education, 2006.
21. Ministry of Education. Continuous Professional Development for Primary And Secondary School Teachers, Leaders and Supervisors in Ethiopia: The Framework. Addis Ababa: Ministry of Education, 2009.
22. Ministry of Education. Education Sector Development Program III (ESDP‐III).Programme Action Plan (PAP). Unpublished. Addis Ababa: Federal Democratic Republic of Ethiopia, 2005. 2005/06‐ 2009/10
23. Ministry of Education. Teacher Education System Overhaul (TESO), 2003. Hand book. tei.edu.et. (Accessed 3.1.2019)
24. Ministry of Education. Continuous Professional Development (CPD) Guideline: Professional Ethic, Counseling and Mentoring, Using Active Learning Metrology”. Addis Ababa: Ethiopia, 2004.
25. Murray A. Empowering teachers through professional development. English Teaching Forum, 2010.
26. Negash T. Education in Ethiopia: From crisis to the brink of Discussion Papers 33, Uppsala: Nordic Africa Institute, 2006.
27. Nunan D. Research Methods in Language Learning. Cambridge: Cambridge University Press, 1992.
28. Richards J. C. Competence and performance in language teaching. Cambridge, UK: Cambridge University Press, 2011.
29. Richards J. C., Farrell T. S. Professional development for language teachers. Strategies for teacher learning. Cambridge, UK: Cambridge University Press, 2005.
30. Safie A. et al. The Erosion of EFL Teachers' Content and   Pedagogical- Content Knowledge throughout the Years of Teaching Experience, 2014. Available at:  sciencedirect.com. (Accessed 7.8.2020).
31. Shawer S. Classroom-level teacher professional development and satisfaction: Teachers learn in the context of classroom-level curriculum development. Professional Development in Education, 2010. Vol. 36(4), pp. 597-620. DOI:10.1080/19415257.2010.489802.
32. Sparks D., Loucks-Horsley S. Five models of staff development for teachers, 2003.
33. Tessema K.. Contradictions, challenges, and chaos in Ethiopian teacher education. Journal for Critical Education Policy Studies, 2006. Available at:  http//www.jceps.com/ (Accessed 7.8.2020 )
34. Ur A Course in Language Teaching. Cambridge: Cambridge University Press, 1996.
35. Reimers E. Teacher professional development: An international review of the literature, 2003.Available at: http//www.unesco.org/liep. (Accessed 3.5.2021).
36. Workneh A & Tassew W. Teacher Training and Development in Ethiopia Improving Education Quality by Developing Teacher Skills, Attitudes and Work Conditions. Young Lives, 2013. Oxford Department of International Development.
37. Wulyani A. Professional development of English language teachers in Malang Indonesia: Institutional and Individual perspectives. Unpublished PHD thesis. Victoria University of Wellington, 2017.