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The aim of this study was to assess the effectiveness of the professional development offered to the facilitators of the Certificate in Psychosocial Support programme offered by the Institute of Distance Education, University of Swaziland. It also explores the effect this has on the learners being supported. The study was qualitative using open ended questionnaires and focus group discussions to gather data from the facilitators and the mentor supervisor and her assistant. Data was analysed through content analysis applying the Harland and Kinder (2014) model of professional development outcomes. The results show that the professional development offered to facilitators of the Certificate in Psychosocial Support of the UNISWA once every semester has positive results. The facilitators generally agreed that through the professional development they acquire knowledge and skill in handling face-to-face sessions, using modules and other learning materials, motivating learners, psychosocial support principles, approaches and child protection; the delivery model and application of content rather than spoon feeding. These gains are largely to do with the pedagogical approach selected for the programme. The facilitators also acquired new learning/ teaching materials in readiness for a new semester. Each session provided an opportunity for facilitators to interact with the modules coordinators and among themselves. The facilitators were unhappy with the lack of preparation by some module coordinators. The study recommends that IDE reviews the performance of module coordinators and replace those who are no longer performing. IDE should also devise creative ways of offering the professional development so that it continues to be educative and motivating to the facilitators.
ABSTRACT The main purpose of this study was to assess the practices and challenges of school based continuous professional development in secondary schools of Addis Ababa. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches were employed. The sampling techniques employed were purposive and availability sampling. The sample size was 114 teachers, 2 principals, 9 vice principals and 4 sub city supervisory experts with the total of 133 participants. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, vice principals, sub city experts. Questionnaire was administered to 114 teachers where all of them properly filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage and mean score while the information gathered through interview and open-ended questions were narrated qualitatively. Results of document analysis were also described. The findings of the study indicated that the extent of teachers practices of professional development activities such as mentoring, portfolio development, action research, group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development focal persons, head teachers, sub city supervisors were providing insufficient support for the teachers. The major challenges identified were, lack of training manuals, irrelevance and un clarity of the available training manuals, lack of trained facilitators, insufficiency of supports provided for teachers growth, insufficient allocation of budget, and school systems were not in the way that can satisfy the training needs of teachers. To overcome the challenges encountered, recommendations have been forwarded. These include: orienting teachers in advance with the overall contents of the professional growth, motivating teachers to willingly take more responsibilities in the implementation process, employing trained facilitators and supervisors, and allocation of sufficient resources to effectively achieve the intended goals.
Mentoring & Tutoring: Partnership in Learning
Editorial Overview: Supplying the Demand for Professional Development2015 •
2015 •
I, the undersigned, declare that this thesis is my original work achieved through my personal reading and the fruit of my hard work, research and personal reflection. To the best of my knowledge, this thesis has never been presented to any other University for academic credits. All information from other sources has been duly acknowledged. I am solely responsible for any errors of omission and commission that may be found in this thesis and the conclusion reached therein.
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
The Needs of Continuous Professional Development Perceived by Novice and Experienced TeachersProfessional development cannot be confused with aspects of a career plan, or reduced to it, although it may have associations and intersections with it. Nor can it be identified only as professional competence, where competence is allied to efficiency. It integrates, above all, the idea of evolutions / revolutions in the different cycles of the life of a professional, in perspectives of adult human development, associated with professional development.
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