Teacher Education in Ethiopia: Growth and Development

Abstract

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

Instructors’ Contribution to Prospective Teachers’ Experiential Learning in Preservice Secondary School Teacher Education Programme

“…Particularly, the education and training policy that has given emphasis to the development of a student's problem solving capacity has given emphasis to provide the trainees with practical trainings in the teacher education (TGE, 1994). Moreover, in the attempt to enforce the new education and training police of Ethiopia (TGE, 1994) a task force was formed to further study additional specific problems facing the teacher education sector and forward possible solution thereby to improve the quality of the education system of the country (Ahmed, 2013). Then, the task force investigated that Ethiopian teacher education had multifaceted problems and needed a major overhaul (MOE, 2003).…”

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

“…In all the ESDPs, attention was given to the teacher training system to provide adequate numbers of qualified teachers to address demand for teachers at all levels of the education system. For instance, the endorsement of Teacher Education System Overhaul (TESO) in 2003 came with a paradigm shift in line with the international trends of active learner-centre training (MOE, 2003, Mekonnen, 2012Ahmad, 2014;Kedir, 2006).…”

The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers understanding of plane geometry

“…Additionally, incorporating technology into teaching mathematics and geometry promotes conceptual understanding among PSMTs (Atnafu et al, 2015;Gemechu et al, 2018;Mushipe & Ogbonnaya, 2019). The majority of teachers in Ethiopian higher education institutions and college of teacher education (CTEs) are still using traditional teacher-centered teaching methods (Ahmad, 2013;Bekele, 2012;MOE, 2015;Semela, 2014), which are less effective at conceptual understanding and internalizing concepts (Sebsibe & Feza, 2019). Rather than using traditional instructional methods, Sebsibe and Feza (2019) propose alternative teaching and learning methods involving educational technology.…”