School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia

“…Although the effects of CPD interventions depend on teachers' experiences and motivation to learn to change their professional practices (Desimone, 2009;Guskey, 2020;Kennedy, 2016), prescriptive assignments of CPD activities may not have much effects on teachers' performance and students' learning outcomes. The analysis of findings disclosed that CPD practice in Ethiopia is considered a top-to-down, less relevant contents and bureaucratic activity that has little to do with teachers' duties (Dereje, 2015;Esayas & Congman, 2021;Wondem, 2015). The direct assigned technical principals assign teachers with top-down routine activities without motivating them to learn from CPD practices to change their practices.…”

“…The quality of instructional system depends on professionally competent teachers who educate the 21st century learners in conducive learning milieu where in Ethiopian context, the mission of Ministry of Education as indicated in the old CPD framework (MoE, 2009; is something that makes "a better teacher, principal, and supervisor" regardless of the aptness of its target, contents, methods, and intersecting cultural contexts in which it operates. The contextual dynamics such as political, economic, and social environment inclined to affect teachers' motivation to aspire for teaching profession in general and CPD activities in particular (Esayas & Congman, 2021). The other dynamics related to school policy settings such as school work culture, curriculum practices, leaderships, and local contexts of schools where teachers' CPD enacted affect implementation of its activities (Adams & Mann, 2020;Palmer & Noltemeyer, 2019).…”

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

“…Moreover, fostering teacher development amplifies improvements in teaching, research, skill advancement, and knowledge acquisition. (Rio & Newman, 2022;Taddese & Rao, 2021). The literature further shows that for the collective empowerment of women, ICT's potentiality is well recognized (Martinez and Reilly, 2003) but the changes that people go through when they fulfill all of the components of digital empowerment have not been adequately described in the existing literature in the context of developing nations, and Bangladesh in particular.…”

Enseñando la mediación pedagógica en tiempos de COVID-19: perspectivas de docentes de formación continua

“…Enseñar la mediación pedagógica en contexto de emergencia sanitaria (Re)situar la enseñanza en contexto de emergencia: uso de TIC: construcción de un enfoque de intervención "virtualizada". Figura 1 Enseñar la mediación pedagógica en contexto de emergencia sanitaria De esta manera, el equipo docente se representa inicialmente el escenario como un monólogo, lo que genera malestar e incomodidad ante la tensión de estar desarrollando una clase transmisiva, al estilo conferencia, lo cual es una de las críticas a la fcd que diversos autores han documentado con anterioridad (Taddese & Rao, 2021;Gárate & Cordero, 2019;Unesco, 2013), por lo tanto, se sitúa en el polo opuesto de la propuesta formativa.…”