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A Study on Teaching Competencies of Bachelor Degree Holders in Teaching Preparatory Classes (11 Th And 12th Grades) : The Case Of North Shewa Zone (Oromia)

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dc.contributor.advisor Dufera, Dirbsa (PhD)
dc.contributor.author Shega, Temesgen
dc.date.accessioned 2019-01-11T14:58:18Z
dc.date.available 2019-01-11T14:58:18Z
dc.date.issued 2004-06
dc.identifier.uri http://localhost:80/xmlui/handle/123456789/15689
dc.description.abstract The purpose of this study was to investigate the effectiveness of high school teachers (those who have first degree) in implementing the new curriculum according to the new direction of teaching (teaching how to learn). Dewey argued that a quality or effective teacher has the "ability to think scientifically, an unusual love and aptitude in some one subject, genuine insight into all subjects and the ability to communicate love of learning to others. " If education is under consideration, the aim cannot be merely to train students, as if they are dogs, to act in certain ways. But education concerns teaching with regard for students' capacity to know, understand and reason. Education should not be reduced to training or conditioning behavior. In the last 12 years many promising actions have been taken to raise the quality of education at all levels. Varieties of instructional materials and equipment have been purchased, short training and workshops have been conducted and new curricula have been developed, but the competence of curriculum implementers (teachers) has not been investigated yet. There is information that high school teachers are not implementing the curriculum the way it is expected. Students have discussed it formally and informally, as teachers are not competent enough to implement the curriculum. Some teachers also reported as they faced difficulty in implementing the new curriculum. This complains initiated the researcher to conduct research on teachers' competence in implementing the curriculum. This study followed a descriptive survey method. Questionnaires were administered to available samples of 67 teachers (to those who have bachelor degree in teaching) and to 33 instructional leaders (principals, vice principals, department heads and supervisors). Classroom observation, document analysis, structured and unstructured interview were also used to collect detailed information. The findings indicated that a large proportion that is 73.13%, 88.06%, 94.03%, 100.00% and 70.115% of the teachers rated themselves as "poor" in stimulating thought provoking questions, in using varieties of teaching methods, in relating lessons to students personal experiences and real world situations, and in organizing instructional tasks that advance higher order thinking respectively. It was concluded that most teaching in North Shewa Zone (Oromiya) was formal and didactic. Activity-based learning was rare. Some teachers were aware of other methods but they rarely used them. Pre and in-service programs will have to prepare prospective teachers in both professional skills and attitudes necessary for accepting teaching responsibilities. The teachers also have to develop their capacity for self-sustaining professional growth. Since subject matter knowledge, pedagogical and psychological skills are the prerequisite criteria for teaching, the researcher recommends that all teachers should be committed all the time to improve their subject knowledge and pedagogical and psychological skills through reading up-to-date educational and research literature, because it is quite impossible to train teachers fully and for life during initial teacher training. en_US
dc.language.iso en en_US
dc.publisher Addis Ababa University en_US
dc.subject Teaching Competencies of Bachelor Degree Holders en_US
dc.title A Study on Teaching Competencies of Bachelor Degree Holders in Teaching Preparatory Classes (11 Th And 12th Grades) : The Case Of North Shewa Zone (Oromia) en_US
dc.type Thesis en_US


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