Original article | International Journal of Research in Teacher Education 2022, Vol. 13(4) 44-55
pp. 44 - 55 | Manu. Number: MANU-2112-23-0002
Published online: December 28, 2022 | Number of Views: 135 | Number of Download: 246
This study examined the reforms in teacher training programme in Ethiopia since 1994. This time is taken as a point of departure in Ethiopian education system because the education policy, which previously assumed socialist ideology was shifted to pragmatist ideology during this period. This time also marked a fundamental shift in terms of expanding the access of education for citizens. The quality of education however suffers a lot because of the frequent changes in various aspect of the education sector such as curriculum, teacher trainings, the structure and governance of the education system etc. The most frequent one was the reforms made on teacher training program. To mention some; the pre-TESO (pre Teacher Education System Overhaul) program, the TESO, the PGDT (Post Graduate Diploma in Teaching) and currently the integrated teacher training programs. Thus, the cons and pones of the reforms in terms of the professional competence, commitment & pedagogical skills of teachers graduated in each of the three reforms need to be examined so as to maintain the strong sides from each of those modalities of training. To this end, the study employed cross sectional research method to compare and examine the competencies of the graduates in those three different training mod alities. Data were gathered from teachers who were trained in those three different modalities (Pre-TESO, TESO, and PGDT programs). It was found that the TESO graduates are more competent in terms of subject matter mastery and pedagogical skills while the pre-TESO graduates are more skilled in terms of proper evaluation of students’ learning. The PGDT graduates are found better only in terms of building rapport with their students. Thus, it is suggested that the strong sides of each of the three modalities need to be maintained with more emphasis to TESO program.
Keywords: reforms, teachers training program, quality
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