Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective
Education Journal
Volume 6, Issue 1, January 2017, Pages: 63-68
Received: Jan. 2, 2017; Accepted: Jan. 10, 2017; Published: Mar. 1, 2017
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Author
Sintayehu Belay Abejehu, Department of Pedagogy and Morality, Dire Dawa University, Dire Dawa, Ethiopia
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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.
Keywords
Diploma in Teaching, Teacher Preparation Program, Professional Development, Effectiveness
To cite this article
Sintayehu Belay Abejehu, Analysis of the Perceived Professional Importance of Postgraduate Diploma in Teaching (PGDT) Program from Dire Dawa University Student Teachers’ Perspective, Education Journal. Vol. 6, No. 1, 2017, pp. 63-68. doi: 10.11648/j.edu.20170601.18
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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