Revisiting Teacher Educators' Training in Ethiopia: Implications for a New Approach to Curriculum Development

Haftu Hindeya Gebremeskel, Ahmed Yibrie Ahmed, Dawit Asrat Getahun, Meskerem Lechissa Debele, Dawit Tibebu, Dereje Taye Wondem


This study was a needs assessment study for developing MED
curricula in Educational Sciences (teaching of mathematics and science subjects).
It was aimed at understanding the current status of science and mathematics
teaching particularly in Amhara Regional State, Ethiopia so as to identify the
existing gaps in the preparation of primary school science and mathematics teachers
and teacher educators for Colleges of Teacher Education (CTE). The study was
qualitative in its design. A total of 37 participants (10 deans and vice-deans,
10 department heads, 6 teacher educators, 2 experts, 2 policy makers, 7 previous
graduates) were purposely selected from five CTEs, two universities and from
the Science and Mathematics Subjects Improvement Center at the Ministry of Education
(MoE). Data were collected using semi-structured interview and focus group discussion.
Furthermore, secondary data sources such as the National Learning Assessment
results (MoE, 2000–2016), Education Sector Development Program documents
(2010–2015), Growth and Transformation Plan I (GTP I) (MoFED, 2010) and
GTP II (National Plan Commission, 2016), previous MEd curricular documents in
science and mathematics education, as well as existing research outputs were
examined. Results indicated very low student performance in mathematics and
science disciplines, CTE teacher educators’ lack of sufficient and relevant
pedagogical background as they did not pass through relevant training programs.
They reported they have sufficient subject matter knowledge but in pure disciplines
that are not very much relevant for someone who pursues a career as a teacher
educator. Furthermore, traditional nature of content delivery, use of assessment
merely for grading purposes, and deviation of assessment from the Minimum Learning
Competencies (MLC) designated for the level are depicted as problems. The obtained
results in general show a clear gap in the general pedagogical knowledge and
skills, pedagogical content knowledge, and instructional technology that demanded
the need of following the framework that integrates technology, pedagogy, and
content knowledge for the development of new curricula.


Teacher educator; Curriculum development; TPCK; Ethiopia

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