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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3916

Advisors: Dr. Marew Zewdie
Copyright: May-1997
Date Added: 23-Nov-2012
Abstract: This study aimed at investigating the satisfaction of Nazareth TTI graduates (1983-1987 Eth. C), who are assigned to teach in East and North Shoa zones, with their pre-service professional training. To this end, 249 graduates of Nazareth TTL 10 DEO supervisors and 12 primary school directors were included into the study from the two zones (East and North Shoa) as sources of data. Questionnaire and unstructured interview were used to secure the necessary data from these sources. Percentages, mean scores, t-test and Pearson's correlation were used to analyze the secured data. The result indicated that the graduates seemed to be dissatisfied with the training they received in some of the specific skills under the four categories /clusters/ of professional skills (i.e., lesson planning classroom instruction, classroom management and instructional evaluation). The graduates were also least satisfied with the training they received in skills of classroom instruction. Since all the skills specified in this study are derived from the objectives and contents of the professional courses (pedagogy and psychology), it is concluded that, the discomfort the graduates felt with the training they received in some of the skills may imply that those skills were not given adequate and proper emphasis during the training. It was also found out that the graduates had the views that the professional skills training methods used during the training, as far as the methods used by the instructors of the professional courses and the practice aspect of the training are concerned, were far below what they should be. These were significantly related to the graduates' satisfaction with their training in the positive direction. Based on this it is concluded that the views the graduates had on the professional skills training methods did contribute to the satisfaction they had with their pre-service professional training. Further examination of some of the factors which may influence the response that the graduates give about their pre-service training was also made. At last, possible solutions were forwarded depending on the findings.
URI: http://hdl.handle.net/123456789/3916
Appears in:Thesis - Curriculum & Instruction

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