An Evaluation of the Professional Program of the Pre-service Primary Teacher Education in Ethiopia - Based on the Objectives of the Training Program

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Addis Ababa University


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.