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This qualitative case study examines barriers that hinder Ethiopian teachers’ professional development, focusing on both potential and actual obstacles. Interview and focus group data from 37 purposively sampled participants show three main challenges: conceptions and conceptual issues, management and leadership, and teachers’ work conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-learning-of-teachers-in-ethiopia-challenges-and-implications-for-reform/593604/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-learning-of-teachers-in-ethiopia-challenges-and-implications-for-reform/593604.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teachers’ professional development in Ethiopia?","Question",{"text":112,"@type":113},"The study examines potential and actual barriers that hinder teachers’ professional development in Ethiopian schools, and identifies considerations needed for effective professional learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the study data collected?",{"text":117,"@type":113},"Data were collected through interviews and focus group discussions with 37 purposively sampled participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What three major challenges were revealed for teachers’ professional development?",{"text":121,"@type":113},"The study reports challenges related to: (1) conceptions and conceptual issues, (2) management and leadership, and (3) teachers’ work conditions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593604,1792171063,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 5 | Article 1 |\n| --- | --- |\n| 2015\u003Cbr>Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform\u003Cbr>FekedeTuli Gemeda\u003Cbr>University of Ambo, [fekede2010@gmail.com](fekede2010@gmail.com)\u003Cbr>Päivi Tynjälä Professor\u003Cbr>University of Jyväskylä, [paivi.tynjala@jyu.fi](paivi.tynjala@jyu.fi) |  |\n\nRecommended Citation  \nGemeda, F. T., & Tynjälä, P. (2015). Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform. Australian Journal of Teacher Education, 40 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss5/1](http://ro.ecu.edu.au/ajte/vol40/iss5/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss5/1](http://ro.ecu.edu.au/ajte/vol40/iss5/1)  \nAustralian Journal of Teacher Education  \nProfessional Learning of Teachers in Ethiopia: Challenges and Implications  \nfor Reform  \nFekede Tuli  \nInstitute of Education and Professional Studies, Ambo University, Ethiopia  \nPäivi Tynjälä  \nFinnish Institute for Educational Research, University of Jyväskylä, Finland  \nAbstract: Continuous professional development of teachers is of growing  \ninterest globally, as it is considered vital to cope effectively with ongoing  \nchanges and to improve the quality of education. This qualitative case  \nstudy explores potential and actual barriers that hinder teachers’  \nprofessional development in Ethiopian schools. Data was collected via  \ninterviews and focus group discussions from 37 purposively sampled  \nparticipants. The study reveals three major challenges in teachers’  \ndevelopment: 1) conceptions and conceptual issues related to teaching,  \nprofessional development and mentoring, 2) management and leadership,  \nand 3) teachers’ work conditions. The need to reconsider educational  \nchange management strategies, reform teacher education, strengthen  \nresearch-based practices, renew management and leadership culture,  \nand improve teachers’ work conditions are thus found to be the areas  \nidentified as needing interventions.  \nIntroduction  \nThe world is in a constant state of change in every aspect: technologically, socially, politically, and economically. This demands a nation’s school system to be responsive and continuously update the capacity of its staff. To this end, professional development programs for teachers are seen to play a vital role, as they provide opportunities for teachers to learn and grow within the profession. This in turn is expected to have an impact on student learning (Lowden, 2005) .  \nIn the last two decades, the Ethiopian government has embarked on a massive expansion of the national education system with the intention to transform the country. The increasing access to education was also fueled by the government’s promise to meet its official educational goals such as achieving universal primary education in 2015 and secondary education in 2020. Though tremendous achievement has been made in terms of quantitative expansion, the quality of education has been deteriorating and student achievement declining (Fekede & Fiorucci, 2012; Lemlem, 2010; National Agency for Examinations (NAE), 2011; Oulai et al., 2011; Tessema, 2006). The professional development of teachers is considered to be an essential component and strategy in efforts aimed at improving the quality of the schools (Guskey, 2000) . To this end, a centrally designed professional development program have been disseminated in atop-down fashion and implemented prescriptively across the country. The overall aim of the Continuous Professional Development (CPD) program is to improve teacher effectiveness and  \nVol 40, 5, May 2015 1  \nAustralian Journal of Teacher Education  \nraise the achievement levels of students in Ethiopian schools (Ministry of Education [MoE], 2003; 2009). It is expected that effective professional development opportunities for teachers will renew their capacity to improve classroo","cbCaiqw3dOnLRjdE","https://ap.wps.com/l/cbCaiqw3dOnLRjdE","pdf",226707,27,"English","# Introduction\n## Professional Development of Teachers","[{\"question\":\"What does the study examine about teachers’ professional development in Ethiopia?\",\"answer\":\"The study examines potential and actual barriers that hinder teachers’ professional development in Ethiopian schools, and identifies considerations needed for effective professional learning.\"},{\"question\":\"How were the study data collected?\",\"answer\":\"Data were collected through interviews and focus group discussions with 37 purposively sampled participants.\"},{\"question\":\"What three major challenges were revealed for teachers’ professional development?\",\"answer\":\"The study reports challenges related to: (1) conceptions and conceptual issues, (2) management and leadership, and (3) teachers’ work conditions.\"}]","Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform | PDF",1792077557,68]