Browsing by Author "Bekele, Abebe (PhD)"

Now showing 1 - 5 of 5
  • No Thumbnail Available
    Item
    Analysis of the Development Process of the Bahir Dar Teachers' College Pedagogical Syllabus
    (Addis Ababa University, 1991-06) Kassahun, Nigussie; Bekele, Abebe (PhD)
    The purpose of this study was to analyze the development process of the Bahir Dar Teachers' College Pedagogical syllabus with the intention of determining its effectiveness. A model was identified and relevant literature was to have an understanding of the principles and employed in the process of syllabus development in the identified model. An attempt was made to see between the model and what has been practiced development of the program. reviewed criteria light of the fit in the To this end different methods of data gathering tools such as questionnaire, interview and document analysis were used to get the necessary information. The data obtained through the different tools and document analysis was interpreted and analyzed. The findings indicate that the syllabus for the pedagogy program was first developed in 1973-74 and was revised 1n 1977-78. The first syllabus was found to have been developed following a systematic procedure guided by a theoretical framework. In the process attempts were made to follow the objectives model to some extent. Needs were assessed and objetives were determined on the basis of the information obtained. content selection and evaluation were also points of conern in the development of the syllabus. However, there were certain limitations and these were attributed to shortage of time caused by the urgency of the task. The second revised program appeared after the "Edget Behiberet Zemecha". The development of the revised program was found out to be lacking any theoretical framework used as a guideline due to lack of clearly set educational aim. This was so because the direction of the Ethiopian Revolution by then was not known to anyone so as to formulate a clearly defined national aims of education. Though the syllabus development process of the college was influenced by factors which hindered it not to follow any systematic procedure at its initial it has remained without being revised since then. After analysing the findings it was concluded syllabus development practice fails to fit the model and is found to be ineffective. that the objectives Based on the findings, which includes the views of the graduates of the program, it is recommended that the program needs to be revised in such a way that defects could be rectified
  • No Thumbnail Available
    Item
    Evaluation of the teaching Skill of pedagogical course Instructors in Some selected , Teacher Training institutes of Ethiopia
    (Addis ababa univeresty, 1992-07) Gebreyesu, Getachew; Bekele, Abebe (PhD)
    The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.
  • No Thumbnail Available
    Item
    Evaluation of the Teaching Skill of Pedagogical Course Instructors in Some Selected Teacher Training Institutes of Ethiopia
    (Addis Ababa University, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)
    The purpose of this study was two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at pre-service and in service levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessment and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. following the appraisal, questionnaire and document analyses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with this, the skill training programmes which the instructors have experienced both at pre-service and in-service levels were found inadequate and identified as major factors which have worked along with the instructors' teaching skill. In contrast, the contextual factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed
  • No Thumbnail Available
    Item
    Evaluation of The Teaching Skill of Pedagogical Instructors Teacher Course Some Selected in Training Institutes of Ethiopia
    (Addis ababa univeresty, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)
    The purpose of this study waS two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at preservice and inservice levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessement and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. ~ollowing the appraisal, questionnaire and document analYses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with thiS, the skill training programmes ~hich the instructors have experienced both at p~eservice and iriservice levels were found inadeQuate and identified as major factors which have worked along with the instructors' teaching skill • • In contrast, the contextv2l factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results.Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed.
  • No Thumbnail Available
    Item
    Factors That Influence Academic Performance of Trainees in the Hahar Teacher Training
    (Addis Ababa University, 1991-06) Zergaw, Demis; Bekele, Abebe (PhD)
    In an attempt made to study the effect of trainee academic background and other related factors in the secondary school upon performance in the T.T.I. and the curricular i mplications thereof, correlation and regression methods, questionnaires, and interviews were used. The study was conducted in order to investigate if there were any problems of poor performance and, with this, to create problem awareness and to seek solutions as well. Results have suggested that there tends to exist a problem of low level of performance in the T.T.I. They have also pointed out that this performance is an outcome not of the level of qualification of teachers, or the volume of books available in the schools from which the trainees were recruited, but of their previous level of academic achievement, and more a function of the degree of differential academic exposure. Outcomes have also indicated that the curriculum development process has not employed the steps in developing the curriculum as effectively as they should ha ve been so as to cont ribute to a rise of performance to a level that could bringabout a desirable level of compet ence. Based on these outcomes, it is recommended that the training programme should devise appropriate mechanisms that c o'uld be he l pful to raise performance l evels such as r emedial cla sses . It is also reco n~ended tha t the process of curriculum construction should strictly adhere to the steps that must be followed in producing the curriculum for better effectiv eness with the programme it guides. At la st , it i s suggested that relative spe cialization of trainees in some broader areas of specialization (e.g . Social Sci ence, Na tura l Science) could be taken as a solution to problems emanating f rom the ef fe ct of differential academic exposure. Of course, this i s when consideration is g i ven to trainee n eeds . It could be impelemented by making use of such attributes of trainees as the already recorded ab ility , result s of pretests, and id ent i f i ed int eres ts as a basis for s treaming into different are as or r el a tive specia l ization .