The Relevance of the Teacher Education College Physics Curriculum to Second Cycle Primary Physics Education: A Study in the Amhara Region

No Thumbnail Available



Journal Title

Journal ISSN

Volume Title


Addis Ababa University


The national policy expects teacher educalion colleges to make their programs appropriate and relevant for the second cycle primwy (SCP) education. The plllpose of this study is to examine, via one subject (physics) in Gondar College of Teacher Education, the extent 10 which these expectations are achieved. To increase the study's likely wider applicability, reliable and valid sources of data were built in. The sources were 17 of the college's graduate physics teachers who have taugh' in SCP schools, the 17 school principals, 3 physics instructors, college dean, 6 officials at the Amhara Regional Education Bureau and Zonal Education Departments, and an expert at the Institute for Curriculum Development and Research. Instruments used to collect data were questionnaires, an interview guide and observation checklist. The findings indicate that the college physics objectives over-emphasize theOlY and are narrowly focused; are either strongly mismatched with ETP (1994) and somewhat with the SCP schools objectives. There is a fair coverage of content and balance between the topics of the college and primwy, but the College '.I' focus is theoretical and inclined more towards higher education than teaching physics in SCps. Again the method~ used by trainers do not enable teachers to teach primwy physics effectively. The equipment in the college physics laboratory is barely sufficient and its use during the training is not sufficient. The duration for teaching practice is not enough to prepare teachers to teach physics in SCPS appropriately. The physics teachers also needed some support in the early periods of their career, but later had confidence and efficiency to teach general science and physics. However, they seldom used learner-centred methods and instructional equipment in their teaching The recommendations include: the college physics course objectives should derive from the objectives of the ETP (1994) and of the SCP; the physics courses should relate more to SCP than to higher education and emphasis be given to varied methods appropriate to the college and primary physics curricula; trainers should use equipment as befits the curricula; the college physics laboratOly should be replenished; teaching practice should be longer and strong links with primary schools made; school-based staff training programs should be organized and stakeholders should assess the training program at regular, set intervals.



Physics Education: A Study in the Amhara Region