Pre-service Teachers’ Conceptions of Teaching & Learning and their Teaching Approach Preference: Secondary Teacher Education in Focus

Wondifraw Dejene, Alemayehu Bishaw, Asrat Dagnaw


The purpose of this study was to explore student-teachers’ conceptions of teaching and learning & teaching approach preference when they join teacher education programs. Descriptive survey method was employed. Conceptions of Teaching and Learning Questionnaire (CTLQ) and Approaches to Teaching Inventory (ATI) were used for data collection. Two hundred ninety three (293) randomly selected pre-service secondary student-teachers admitted to Post Graduate Diploma in Teaching (PGDT) program in Bahir Dar and Haramaya University were participated in the study. It was found that the student-teachers have joined teacher education program with traditional conceptions of teaching & learning viewing learning as recalling and absorbing as much information as possible and teaching as simply telling, presenting or explaining the subject matter. Their teaching approach preference was also found to be consistent with their conceptions of teaching and learning. Finally, a teacher education program emphasizing conceptual change was suggested.


Conceptions, Constructivist Conception, Student-Teachers, Teaching Approaches, Traditional Conception

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