Teacher’s continuous professional development Programs in Ethiopia:

A critical analysis and reflection

Abstract

Quality teachers, for quality education, are the single greatest determinant of student achievement. It is now globally recognized that professional development plays an important role in changing teachers’ teaching methods and beliefs, and have a positive impact on students’ learning. The purpose of this study was to reflect on the practice of the new teachers’ Continuous Professional Development (CPD) framework introduced in 2009 through a critical analysis of recent studies. It elucidates how actors, in the education sector, have been occupied with the rhetoric of system reforms, and yet continues to signal contradictory messages in their discourse and practices. The article further pointed out that, eight years after the “framework for continuous professional development for primary and secondary teacher leaders, and supervisors” was declared, the same old problems have continued bottlenecking the education system. It attempts to show implications for future.