Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. (February 2018)

• Record Type: Journal Article
• Authors: Barnes, Adrienne E.; Zuilkowski, Stephanie Simmons; Mekonnen, Dawit; Ramos-Mattoussi, Flavia
• Is Part Of: Teaching and teacher education. Volume 70(2018)
• Page Start: 1
• Page End: 11
• Publication Date: 2018-02
• Subjects: Teacher education -- Teacher training -- Literacy -- Ethiopia -- International education -- Development education -- Multilingual education -- Early grade reading; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.11.004
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy. Highlights: READ-TA established capacity in literacy content knowledge and pedagogical skill. Teacher educators at the CTEs are striving to incorporate student-centered pedagogy. Participatory training resulted in knowledge retention for the teacher educators. Sustainability depends on teacher education, instructional resources, and pedagogy.