Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective

Sintayehu Belay Abejehu

doi:doi:10.11648/j.edu.20170601.18

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Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective

Sintayehu Belay Abejehu

Published in Education Journal (Volume 6, Issue 1)

Received: 2 January 2017 Accepted: 10 January 2017 Published: 1 March 2017

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Abstract

In 21^st century teacher education programs should capacitate teachers with effective reflective practitioner skills that could help them address students having diverse learning interests, styles and backgrounds. Hence, the purpose of this study was to analyze the perceived importance of Ethiopian teacher education program called postgraduate diploma in teaching (PGDT), particularly summer modality, from student teachers’ point of view. To this study purpose mixed research method was employed. A sample of 108 summer student teachers was selected by using simple random sampling method (lottery system). Questionnaire (having close-ended and open-ended items) was used to collect data. Its validity was checked by senior teacher educators and it was also found to be reliable (α=0.71). The document of student teachers’ grade record was used as source of data. Quantitative data were analyzed by using one sample t-test (two-tailed), frequency and percentage while narrative approach was used to analyze qualitative data. The study found out that student teachers have positive perception on the importance of PGDT program though their academic achievement in many courses is found to be very low. Finally, the need to evaluate effectiveness of postgraduate diploma in teaching (PGDT) program via value-added model was forwarded as a recommendation.

Published in	Education Journal (Volume 6, Issue 1)
DOI	10.11648/j.edu.20170601.18
Page(s)	63-68
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Diploma in Teaching, Teacher Preparation Program, Professional Development, Effectiveness

References

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[2]	APA. (2014). Assessing and evaluating teacher preparation programs: APA task force report. [Online] Available: http://www.apa.org/ed/schools/cpse/teacher-preparation-programs.pdf.
[3]	Creswell, W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research, 4^th ed., Pearson Education, Inc.
[4]	Demis, G., Haileselasie, B., & Dawit, T. (2015). An exploration of student-teachers’ views about the practice of postgraduate diploma in teaching: English major prospective teachers in Bahir Dar and Haromaya Universities, Ethiopia. International Journal of Learning, Teaching and Educational Research, 13 (3), 192-209. [Online] Available: www.ijlter.org.
[5]	Dire Dawa University. (2013). Senate legislation. Dire Dawa, Ethiopia.
[6]	ESDPV. (2015). Education Sector Development Programme V. Ministry ofEducation, Federal Democratic Republic of Ethiopia, Addis Ababa, Ethiopia.
[7]	Feuer, M. J., Floden, R. E., Chudowsky, N., and Ahn, J. (2013). Evaluation of teacher preparation programs: Purposes, methods, and policy options. Washington, DC: National Academy of Education. [Online] Available: http://www.naeducation.org.
[8]	Jenny D.(2013). High-quality professional development for teachers: supporting teacher training to improve student learning. [Online] Available: WWW.AMERICANPROGRESS.ORG.
[9]	Koye, K. (2014). Attitude of postgraduate diploma in teaching (PGDT) student teachers towards teaching profession in Ethiopian university college of teacher education. Middle Eastern & African Journal of Educational Research, Issue 7, 44-77. [Online] Available: www.majersite.org/issue7/4_kassa.pdf.
[10]	Koye, K. and Yonas, A. (2013). Practices and challenges of post-graduate diploma in teaching programme: the case of Haramaya University, Ethiopia. An International Multidisciplinary Peer Reviewed E-Journal, 2 (4), 254-274. [Online] Available: www.edupublication.com.
[11]	MoE. (2009). Postgraduate Diploma in Teaching (PGDT): Curriculum Framework for Secondary School Teacher Education Program in Ethiopia. Addis Ababa, Ethiopia.
[12]	Mulugeta, A. (2016). The new secondary school teacher education modality in Ethiopia: challenges and implications. Middle Eastern & African Journal of Educational Research, Issue 20, 14-27. [Online] Available: http://www.majersite.org/issue20/20_2.pdf.
[13]	National Center for Culturally Responsive Educational System (NCCREST).(2006). Becoming culturally responsive educators: rethinking teacher education pedagogy. [Online] Available WWW.NCCREST.ORG.
[14]	Shoeb, A. (2013). Teacher Education in Ethiopia: Growth and Development. African Journal of Teacher Education. 3 (3).
[15]	Sintayehu, B. (2016). The challenges of postgraduate diploma in teaching (PGDT) program in Dire Dawa University: from the view-point of summer student teachers. International Journal of Liberal Arts and Social Science. 4 (9), 21-31 [Online] Available: www.ijlass.org.
[16]	Temechegn, E. (n.d.). Reflections on the rationale for the Ethiopian Teacher Education System Overhaul (TESO). UNESCO-IICBA, Addis Ababa, Ethiopia.
[17]	UNESCO. (2013). Assessment of teacher training and development needs to ensure education for all (EFA): need assessment report. UNESCO Office, Addis Ababa, Ethiopia.

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Sintayehu Belay Abejehu. (2017). Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Education Journal, 6(1), 63-68. https://doi.org/10.11648/j.edu.20170601.18

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Sintayehu Belay Abejehu. Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Educ. J. 2017, 6(1), 63-68. doi: 10.11648/j.edu.20170601.18

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Sintayehu Belay Abejehu. Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Educ J. 2017;6(1):63-68. doi: 10.11648/j.edu.20170601.18

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@article{10.11648/j.edu.20170601.18,
  author = {Sintayehu Belay Abejehu},
  title = {Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {63-68},
  doi = {10.11648/j.edu.20170601.18},
  url = {https://doi.org/10.11648/j.edu.20170601.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.18},
  abstract = {In 21st century teacher education programs should capacitate teachers with effective reflective practitioner skills that could help them address students having diverse learning interests, styles and backgrounds. Hence, the purpose of this study was to analyze the perceived importance of Ethiopian teacher education program called postgraduate diploma in teaching (PGDT), particularly summer modality, from student teachers’ point of view. To this study purpose mixed research method was employed. A sample of 108 summer student teachers was selected by using simple random sampling method (lottery system). Questionnaire (having close-ended and open-ended items) was used to collect data. Its validity was checked by senior teacher educators and it was also found to be reliable (α=0.71). The document of student teachers’ grade record was used as source of data. Quantitative data were analyzed by using one sample t-test (two-tailed), frequency and percentage while narrative approach was used to analyze qualitative data. The study found out that student teachers have positive perception on the importance of PGDT program though their academic achievement in many courses is found to be very low. Finally, the need to evaluate effectiveness of postgraduate diploma in teaching (PGDT) program via value-added model was forwarded as a recommendation.},
 year = {2017}
}

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TY - JOUR
T1 - Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective
AU - Sintayehu Belay Abejehu
Y1 - 2017/03/01
PY - 2017
N1 - https://doi.org/10.11648/j.edu.20170601.18
DO - 10.11648/j.edu.20170601.18
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 63
EP - 68
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20170601.18
AB - In 21st century teacher education programs should capacitate teachers with effective reflective practitioner skills that could help them address students having diverse learning interests, styles and backgrounds. Hence, the purpose of this study was to analyze the perceived importance of Ethiopian teacher education program called postgraduate diploma in teaching (PGDT), particularly summer modality, from student teachers’ point of view. To this study purpose mixed research method was employed. A sample of 108 summer student teachers was selected by using simple random sampling method (lottery system). Questionnaire (having close-ended and open-ended items) was used to collect data. Its validity was checked by senior teacher educators and it was also found to be reliable (α=0.71). The document of student teachers’ grade record was used as source of data. Quantitative data were analyzed by using one sample t-test (two-tailed), frequency and percentage while narrative approach was used to analyze qualitative data. The study found out that student teachers have positive perception on the importance of PGDT program though their academic achievement in many courses is found to be very low. Finally, the need to evaluate effectiveness of postgraduate diploma in teaching (PGDT) program via value-added model was forwarded as a recommendation.
VL - 6
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Author Information

Sintayehu Belay Abejehu

Department of Pedagogy and Morality, Dire Dawa University, Dire Dawa, Ethiopia

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APA Style

Sintayehu Belay Abejehu. (2017). Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Education Journal, 6(1), 63-68. https://doi.org/10.11648/j.edu.20170601.18

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ACS Style

Sintayehu Belay Abejehu. Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Educ. J. 2017, 6(1), 63-68. doi: 10.11648/j.edu.20170601.18

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AMA Style

Sintayehu Belay Abejehu. Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective. Educ J. 2017;6(1):63-68. doi: 10.11648/j.edu.20170601.18

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@article{10.11648/j.edu.20170601.18,
  author = {Sintayehu Belay Abejehu},
  title = {Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {63-68},
  doi = {10.11648/j.edu.20170601.18},
  url = {https://doi.org/10.11648/j.edu.20170601.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.18},
  abstract = {In 21st century teacher education programs should capacitate teachers with effective reflective practitioner skills that could help them address students having diverse learning interests, styles and backgrounds. Hence, the purpose of this study was to analyze the perceived importance of Ethiopian teacher education program called postgraduate diploma in teaching (PGDT), particularly summer modality, from student teachers’ point of view. To this study purpose mixed research method was employed. A sample of 108 summer student teachers was selected by using simple random sampling method (lottery system). Questionnaire (having close-ended and open-ended items) was used to collect data. Its validity was checked by senior teacher educators and it was also found to be reliable (α=0.71). The document of student teachers’ grade record was used as source of data. Quantitative data were analyzed by using one sample t-test (two-tailed), frequency and percentage while narrative approach was used to analyze qualitative data. The study found out that student teachers have positive perception on the importance of PGDT program though their academic achievement in many courses is found to be very low. Finally, the need to evaluate effectiveness of postgraduate diploma in teaching (PGDT) program via value-added model was forwarded as a recommendation.},
 year = {2017}
}

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