Debeb, G/Egziabher (PhD)Abrha, Meles2019-09-182023-11-052019-09-182023-11-052019-06http://etd.aau.edu.et/handle/123456789/19105The main focus of this research was to explore the preschool teacher training in Tigray. Mixed research approach employed to investigate the practices, teacher competency and challenges of the training. The study majorly focused on descriptive survey design, beside to that the researcher used both quantitative and qualitative analyses. In addition to this the researcher collected the data from instructors, pre-school teacher trainees, and administrators. In this study, purposive sampling technique used more ever, the researcher also developed data collection instruments such as, questionnaire, interview, and check lists observation. Data were present through, percentage, mean, standard deviation, frequency, and one sample T test used for further relevance. The major findings of this study revealed that, college instructors were not specialized in preschool education, poor qualities of preschool teacher candidates, trainees had less sense of professional identities, courses more emphasized on hard science and theoretical values, the program doesn’t garneted for upgrade. Besides, to this the implementation of practicum were lack of appropriate criteria for evaluation, sexual harassment of trainees, in committed and careless tutors; insufficient incentive, lack of well-structured and coordinated program. The outlook of the community was discouraging and little attention and supports were given to the program from educational bureau. Therefore to alleviate the aforementioned deficits and to enhance pre-school education of ACTE in collaboration with Regional Education Bureau and partner schools should provide the needed support to fulfil the gap and implement the pre-school education. Key Words: Preschool teacher; trainees; Professional competences; StandardenPreschool teachertraineesProfessional competencesStandardThesis