Practices and challenges of postgraduate diploma in teaching in Ethiopian PGDT trainer universities

Pages: 1240-1247
Enkosa Terefe (Department of Behavioral Sciences, College of Education and Behavioral Sciences, Wollega University, Nekemte, Ethiopia)

The main objective of this study was to assess the current practices of PGDT training program in Ethiopian PGDT trainer Universities. It was designed to assess the current practices of PGDT in Ethiopian PGDT trainer Universities, to investigate the extent to which Ethiopian PGDT trainer Universities implement PGDT Practicum currently, to examine the extent to which PGDT stakeholders discharge their roles and responsibilities and to identify the major challenges facing currently. The target populations for this study were six randomly selected Ethiopian PGDT trainer Universities. Participants of the study were College of Education Deans, Teachers and PGDT trainees. The sampling techniques used were census sampling for College of Education Deans while simple random sampling technique was employed for teachers and students. Accordingly, 777 PGDT trainees, 36 PGDT teachers and 6 Education College Deans were selected. Both close-ended and open-ended questions were administered and distributed to teachers and PGDT students. Semi-structured interview was designed for College of Education Deans. The validity and reliability of the instruments for the final study was maintained through a pilot test. Both quantitative and qualitative analysis methods were employed to analyze and interpret the obtained data. These were descriptive and inferential statistical values such as percentages, aggregate mean, standard deviation and t-test. The result of the study revealed that, majority of respondents replied as PGDT guideline which was designed by MOE is appropriate and can be practiced in Ethiopian PGDT trainer Universities uniformly, but different PGDT trainer Universities use PGDT guideline which was suspected for norm based practice. Respondents agreed as the emphasis given for PGDT training program by PGDT stakeholders is almost low. The major challenges faced the PGDT program were low interest and commitment of PGDT stake holders, less value given for marks or grades given for overall PGDT certificates, inability of the program to be uniformly applied for regular and summer modality learners, etc. The outcome of t-test dictated as there was statistically significant difference between males and females in terms of challenges face them especially during PGDT practicum (F (2,775)=0.001, p<0.05). Finally, having strong follow up for PGDT trainees' learning, PGDT trainees attending by regular and summer modalities need to be treated differently based on their experiences and time spent in Universities, equivalent or more advantage should be given for PGDT certificate so as to persuade the others and strong effort has to be made for PGDT program by PGDT stakeholders were forwarded as recommendation.