Search results for: Ethiopia
Page 1/1 4 items
Promoting Student Teachers' Understanding of Action Research: An Experience from Teacher Education in Ethiopia
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.
Updated: Jun. 17, 2009
An Exploration for a Critical Practicum Pedagogy: Dialogical Relationships and Reflections among a Group of Student Teachers
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.
Updated: Oct. 06, 2008
The Teacher Education Reform Process in Ethiopia: Some consequences on educators and its implications
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 True reforms in terms of competence, participation, paradigm shift and system overhaul are missing, and have been replaced by central and market-oriented agendas.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.
Updated: Mar. 04, 2008
First-Timer's Impressions of Engaging in Action Research: A Case in Ethiopian Preservice Teacher Education
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.
Updated: Dec. 17, 2007