Geleta Temesgen Oljira, Raju T Sharon
Ambo University, Ethiopia.
Andhra University, India.
Heliyon. 2023 Feb 28;9(3):e14119. doi: 10.1016/j.heliyon.2023.e14119. eCollection 2023 Mar.
Ample studies have evidenced that the professional development of teachers significantly increases the quality of teaching and improves educational institutions. Nevertheless, adequate studies have not been carried out on the professional development of higher education teachers. Most studies focus on school teachers. Hence, this study investigated the professional learning activities of university teachers in Ethiopia. A case study design was used in which twenty-four teachers participated in the study. A semi-structured interview was used to explore the learning activities used by the participants. The findings demonstrate that various learning activities are utilised, each driven by a different form of inspiration. The learning motives largely depend on incentives and are motivated by outside factors. University instructors' professional learning practices seem to require more advanced learning methodologies to maintain their learning that is underpinned by self-motivated learning.
大量研究证明，教师的专业发展能显著提高教学质量并改善教育机构。然而，针对高等教育教师专业发展的充分研究尚未开展。大多数研究集中在中小学教师。因此，本研究调查了埃塞俄比亚大学教师的专业学习活动。采用了案例研究设计，有24名教师参与了该研究。使用半结构化访谈来探究参与者所采用的学习活动。研究结果表明，参与者采用了各种学习活动，每种活动都由不同形式的激励因素驱动。学习动机很大程度上取决于激励措施，并受外部因素驱动。大学教师的专业学习实践似乎需要更先进的学习方法来维持以自我激励学习为基础的学习。
