Analysis of the Teacher Training System in Ethiopia with Specific Reference to Areas for Improvement

Abstract

The objective of this study was to analyse the teacher training system in Ethiopia with the view to identify opportunities for revitalization. The analysis started with a desk review before proceeding to a survey. This was conducted in South West Ethiopia. The analysis of the teacher training system was framed in line with teachers' social status of teaching profession; modalities of the teacher education program; program structure and curricula; teacher education and school partnership; qualification requirement; processional development and teacher competences. The findings confirm weak social status of the teaching profession and statistically significant difference between students' and teachers' perception of teacher competence. Gaps in the structure and curricula of teacher education programmes; school partnerships; and teacher qualification requirements are noted. Review of teacher training programmes, improving teachers' benefits and establishment of a quality assurance mechanism in teacher education are recommended.

Ethiopian College of Teacher Education Program: A Tension between Selection, Curriculum and Professional Development

“…A national study conducted by MoE indicated that the questions of quality education after the reform in 2013 still continued in terms of subject knowledge, professional competency of teachers and professionalism in the teacher education program (MoE, 2016). On top of this, Olkaba, Hunde, Mamo, Duresa, and Keno (2019) recommended reforming the teacher training system with the view to better tailor its modalities, curriculum and program structure to contemporary needs. Different reforms and changes were done; the quality of teacher education program in Ethiopia was still under confusion.…”

Exploring Upper Primary School Novice EFL Teachers Application of Pedagogical Content Knowledge during Speaking Lessons: The Case of East Shawa Zone, Ethiopia

“…Hence, elementary and middle school teachers need to be trained for strong SMK (Subject Matter Knowledge) background (Cochran, King, & DeRuiter, 1991) and pedagogy. However, in Ethiopia, teachers' knowledge and skills is deficient due to inadequate teacher training on contemporary teaching methods (Aweke, Eyasu, Kassa, Mulugeta, & Yenealem, 2017;Olkaba, Hunde, Mamo, Duresa, & Keno, 2019;Temesgen, 2007) and this is true for EFL teachers of primary school, too (Dagne & Taye, 2017;Eba, 2014;FDRE, 2010;FDRE, 2015;Kedir, 2006).…”