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Reforms of teacher education in Ethiopian: a historical analysis

Author Affiliations

  • 1Wolkite University, Ethiopia
  • 2Wachemo University, Ethiopia
  • 3Mathematics Education, Addis Ababa University, Ethiopia
  • 4Mathematics Education, Addis Ababa University, Ethiopia
  • 5Dire Dawa University, Ethiopia

Res. J.Educational Sci., Volume 5, Issue (2), Pages 1-6, February,1 (2017)

Abstract

The purpose of this study was to give an over view of historical foundation of teacher education and point out the gaps found between teacher education reforms in Ethiopian context. It also encompasses selection and admission criterion, quality of teacher preparation, attitude and perceptions towards teaching profession, and competitive sprit to be a teacher starting from the very beginning of teacher education program to date. The study also clearly present the ups and downs of historical paths that teacher education program passes through and analyze them by thematizing it in to four different areas based on chronology. The admission and selection criteria of teachers along different policy reforms is analyzed and interpreted accordingly and their implication for current teacher education program is forwarded. The finding revealed that there was lack of adequate research from the side of teacher educators concerning the would be educational reforms, maintenances, and on giving direction as experts and professionals. Which is a result of lack of initiation among professionals to conduct research and waiting for a call from MOE for a research. This is a top down approach whose implication is doomed. Similarly, there was imposing a change from the Government side and resisting the change from implementers. So, to bring into being quality teacher education program and education in general, teacher education program and education system demands a bottom up reformation.

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