Browsing by Author "Mishore, Ertembo"

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    Learning To Teach In The Context of New Curricula: The Case of Practicum At Hossana College of Teachers Education
    (Addis Ababauniversity, 2006-06) Mishore, Ertembo; Asgedom, Amare
    The IIIqjor purpose o.lthis study is to develop an understanding on how the ongoing practicw17 i . perceived ond practiced hy teacher educators and the trainees who are the chief agents of tlie ill/p/ell/entotion process. I fence. u descriptive case study was used 10 gel an access 10 fuLly conceptualize the phenolllenon under investigation Fom the research participants ' perspective. Besides, ten teacher educalors (mentors and tutors),jive from each and eight l'andidates from 2/1d and 3/'d year trainees, four from each were included in the study. As a resul/, il/cluding ol/e proctiCUII/ unit coordinator, a total 0.( 19 purposefully selected; and 'well - informed, participan/s were involved. The study also employed direct observCltion,interview Clnd docl/ment review to secure sufficient and pertinent data collection. Moreover, interpretive analysis was predominantly used together with the reflective analysis to interpret the daw. Lastly, conclusions and the implication o.(the stuc0' were drm\117 on the basis ofthejindings. In this regard, the .findings 0/ this research portrayed that in spite 0/ its inherent limitations associated with implelllentation process, practicum is 0/ paramount importance. However an illtegmted and dependable par/nership/ collaboratioll among the involved parties was not yet established In addition, there seems to be inadeq1late conceptualization of the essence o/the prac/icwlI par/icularly the con/inuous assessment. It is hoped that the trainees }I'ill develop the Cll1ticipa/ed pro/essional cOlllpe/ence through /heir reflection on their petformances. Regardillg this, hOlt'ever, the overall learning contex/ is less supportive to the premises of/he prac/ iculm