International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ethiopia
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6 items
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This paper reports the findings of a small-scale study that assessed the extent to which teacher educators’ academic advice provision to prospective teachers has been practiced.
A questionnaire survey for 311 prospective teachers and an interview with 10 teacher educators and an Ex-Vice Dean at a College of Teacher Education in Ethiopia was administered.
Also, the Grade Point Average of prospective teachers was taken from the registrar office of the college under study.
Of the prospective teacher respondents, 54% reported not receiving academic advice from their teacher educators.
In addition, the results of the interviews confirmed that teacher educators did not provide sufficient academic advice to prospective teachers for different reasons, such as the teacher educators’ lack of experience of providing academic advice, their inability to prepare a scheduled academic advice programme, and their workload.
The study offers suggestions to help teacher educators and college administrators to improve the delivery of prospective teacher academic advice to enhance prospective teachers’ academic performance and thereby prepare them for teaching.
Published: 2022
Updated: Aug. 11, 2022
2
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowledge.
Data were obtained by a test probing PSTs’ physics knowledge (attained curriculum); analysis of teacher education curriculum documents (intended); and video-recording, observation and analysis of lectures delivered to pre-service teachers at four Colleges of Teacher Education (implemented).
These illustrate that implementation focuses on high-level, abstract knowledge delivered mainly via mathematical approaches, offering limited opportunities for learning basic concepts by debate.
An outcome of current practice is that physics teachers lack the necessary subject knowledge to teach effectively, leading successive generations of Ethiopian students to under-achieve.
The paper argues for change to enable Ethiopia to achieve its aim of raising educational achievement and societal productivity to become a low-middle income nation by 2025.
Published: 2021
Updated: Oct. 13, 2021
3
This paper reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. Two moments of intervention were set during the project. Evidence on the candidates' use of the knowledge they acquired through the intervention is presented in this paper.
Published: 2009
Updated: Jun. 17, 2009
4
Student teachers' potential to change and reflect on their activities can be positively influenced by the opportunities created in teacher education programs. This paper explores an educative opportunity with the researcher and his practicum advisees by facilitating a continuum of reflective school-based activities through a dialogical relationship.The action research was an exploratory practicum pedagogy in which the researcher, as a teacher educator practitioner, and eight student teachers as pedagogical and research participants, seized opportunities of collaboration and dialogical relationships.
Published: 2008
Updated: Oct. 06, 2008
5
The critique of what is referred to as reform is offered in this article. The author claims that the recent reform in Ethiopia is actually a managerial driven reform performance. True reforms in terms of competence, participation, paradigm shift and system overhaul are missing, and have been replaced by central and market-oriented agendas. Also missing are the critical vision of learning to teach and a structural continuum connecting faculty and school.
Published: 2007
Updated: Mar. 04, 2008
6
The article examines the insights gained by preservice teachers in Ethiopia, who conducted action research during their studies towards an education degree. The author (and research advisor) interviewed the preservice teachersin order to learn about issues such as the usefulness and challenges of action research, and assisted them with progress reports and reflections regarding their experiences in undertaking the action research tasks. The author concluded that most preservice teachers reported that the research experience has helped them understand the complexities of teaching and the process of the inquiry approach.
Published: 2007
Updated: Dec. 17, 2007