Browsing by Author "Mulugeta Girma"

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    An Evaluation of the Professional Program of the Pre-service Primary Teacher Education in Ethiopia - Based on the Objectives of the Training Program
    (Addis Ababa University, 1993-06) Mulugeta Girma; Ambaye Tsehaye
    The purpose of this study was to determine the adequacy of the professional training of the pre-service primary teacher education program vis-a-vis the overall objectives and specific outcomes of the program. And a survey was conducted by taking random samples of 410 graduating students and 80 instructors from the TTls at Dessie, Gonder, Awassa, and Nazareth . With a response rate of 75 percent, the data collected were analyzed by utilizing appropriate statistical methods from which the following results were obtained; Statements of the overall objectives that focus on the development of prospective teachers' competencies and their ability to promote "community development" were regarded as highly relevant and important to the professional training; and t hat objective which proposes "ideological training" was considered as least important. The professional preparation was rated as "more than adequate" ~ by both groups of respondents, in the skills of "planning", "presentation" and ''evaluation'', of classroom lessons; and the preparation was rated as " inadequate" in dealing with "classroom management" skills; no significant difference was observed between the two groups, expect. in the area of "evaluation" skills. -Some background characteristics of the respondents showed a significant relationship with their rating of the professional training: students with more pre-training work (teaching) " experience," and those with high "tendency" to drop out of teaching are less optimistic in their rating; and teachers with more "years of service" in the TTls rated the training more positively; the "worth of the feedback" students received in the practice teaching period was also significantly and positively related with their rating . Based on these results, some recommendations are made: TTIs should formulate trainable objectives that are sensitive to the professional needs of trainees; systematic training in professional skills should be provided; research on teaching and teacher education practices should be encouraged in the TTIs; the teaching practice program should have a definite objective; and closer cooperation between the TTls and the Elementary schools should be maintained.
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    Use of Students’ Native Culture as a Resource in the EFL Classroom: The Case of Second Year English Majors in the Department of English Language Education of AAU
    (Addis Ababa University, 2008-06) Mulugeta Girma ; Tibebe Alemayehu
    The study attempted to investigate the use of students’ native culture as a resource in English as a foreign language (EFL) classroom among the second year English majors of the Department of English Language Education of College of Education in Addis Ababa University (AAU). Descriptive survey method was used in the study. In addition, Addis Ababa University (AAU) was selected as a study site. The primary sources of data for the study were also second year English majors in the Department of English Language Education of the College of Education in AAU and their Communicative skills course instructors during the 2007/08 Academic Year. In the second semester of 2007/08 Academic Year, two sections of students took the Communication Skills course II (FLEE 202), which is a subsequent of Communicative Skills course I (FLEE 201) taken during the first semester. Out of eighty students taking the course, seventy were included as subjects in the study with four of their teachers who had given them the aforementioned courses in both semesters. Ten students were unavailable during the data collection process for various reasons. In order to achieve the objectives of the study, questionnaire, interview, classroom observation and document analysis were used as instruments of data collection. In the pilot study, data gathering was carried out immediately after designing the two sets of questionnaires in order to verify their validity. The opinion of experts familiar with the topic was also sought on the adapted instruments before administering them. After carefully gathering the appropriate data using the four instruments of data collection, the data was analyzed in an integrated manner using different statistical tools and narration. Therefore, frequency counting, percentage, mean and description of some qualitative data were applied to analyze and describe the data. It was found out that the teachers were aware of the value of using students’ native culture as a resource in their classrooms. But, they only sometimes incorporated it owing to the lack of time, appropriate course book and related teaching experience. Teachers need to judiciously implement this approach in line with relevant research findings by taking in to account the role incorporating students’ native culture can play in improving cultural inter-group relationships.