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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4026

Advisors: Dr. Teshome Demissie
Dr. Awol Endris
Copyright: Jun-2009
Date Added: 27-Nov-2012
Publisher: AAU
Abstract: In this study attempts were made to the extent to which EFL teacher education programme participants' hold a shared set 0 f beliefs a bout the new E FL teacher education 0 peration and practices, and to explore factors that affect the proper implementation of the EFL teacher education programme practices in six university based EFL teacher education programmes in Ethiopia in light of a constructivist paradigm by using both closed ended survey questionnaires involving 382 respondents (265 student teachers, 55 instructors and 62 cooperating teachers) and an open ended, discovery oriented qualitative method involving individual and group interviews, observations and document analyses in one ofthe six programmes as a case study. In order to evaluate the implementation of the EFL teacher education programme, a conceptual framework was designed to gather and analyse data examining four broad areas: assumptions, goals, tasks, and roles, which are considered essential for critical regulation of an EFL teacher education programme within the context. Therefore, criteria were conceptualised within a constructivist perspective of teacher education and scales were developed to identify degrees of presence of the required attributes for assessing each area in the quantitative part of this study and essential questions were set to explore the required attributes for assessing each area in the qualitative part of this study. The survey results showed that though the programme participants perceived the goals of the EFL teacher education programme positively, they held different levels of beliefs about basic assumptions and principles of constructivist pedagogy as well as about the goals of the EFL teacher education programme, proved to be statistically significant through a one-way ANOV A. As regards the tasks in the school-based component of the programme, the survey results revealed., however, the practical activities (such as practicum support system, reflective dialogues, and portfolio construction and action research experiences) were found inadequate. The survey results also showed that the roles of university supervisors in practicum were rated below the expected mean value and those of the cooperating teachers were rated still far lower, which signifies their diminished roles in the programme as co-educators. However, the qualitative data disproved the participants' claimed beliefs about the basic assumptions and theoretical bases underlying constructivist pedagogy as the actual programme practices were found inconsistent with the espoused beliefs. Numerous things such as the absence of training for cooperating teachers and the absence of activities like reflective dialogues, portfolios and action research seminars to promote the student teachers' reflective habits, skills and attitude in the practical courses indicated that the programme was being implemented in an environment that did not support all the means to the end. The qualitative data supported the survey findings by showing that the tasks in the practicum courses have problems in terms of transparency, consistency, integration of theory and practice, and organization, and confirming that the non-existent roles of cooperating teachers and the same unchanged traditional roles of the university supervisors in the new practicum setting. This study concluded that major conceptual and contextual factors (such as class size, the lower academic achievements of the student teachers and wrong assumptions of the context during the reform introduction) have affected the implementation of the programme.
URI: http://hdl.handle.net/123456789/4026
Appears in:Thesis - Teaching English as a Foreign Language

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