Abstract:
The study examined the quality of pre-service teacher training at regional state colleges in Ethiopia. The study aimed to investigate the views and experiences of educational managers, teacher educators, and student teachers regarding the quality of pre-service teacher training and how their views and experiences help explain reasons for poor performance in the colleges of teacher education.
Philosophically, the study employed pragmatism that prioritizes the practical consequences of the methods used in answering the research questions. A mixed method approach was used to collect qualitative and quantitative data to get the whole picture of the problem. In the study, four purposefully selected regional state teacher education colleges that use the same academic legislation were involved. A simple random technique was used to select 212 teacher educators, 294 student teachers, and 94 educational managers (Deans, vice deans, stream officers, and department heads). A purposive sampling technique was used to select 16 teacher educators and eight deans (deans and academic vice deans from sampled colleges) for the interview. Moreover, a purposive sampling technique was used to select student teachers for four focused group discussions. Questionnaires, semi-structured interviews, and focus group discussion guides were used as data collection instruments. Descriptive statistics such as percentages, frequency distribution, means, and standard deviations were utilized to analyse quantitative data. Among the Inferential data analysis techniques, one-way ANOVA was employed to compare the views and experiences of sample groups. The qualitative data were analysed based on identified themes and sub-themes through narration maintaining its trustworthiness, credibility, and genuineness.
The findings revealed that teachers did not use active learning/teaching strategies that foster quality learning; students did not show commitment to their learning and teacher educators did not use diversified samples of students‘ work to assess their students. Instead, teacher educators use traditional assessment methods that encourage a surface approach to learning. The study also revealed that the practicum program, which is a key for quality teacher training was inadequately planned and budgeted. Moreover, the partnership between the college and the schools was loose and school mentors were not adequately trained to assist and guide the mentee and the supervision from the college lacks consistency. Besides, there was a discrepancy between what students learn in college and what they face in independent teaching. The findings further revealed that, in the CTEs, there was no well-established internal quality assurance system.
The researcher recommended that the CTEs should develop a quality teaching model that defines quality teaching in the context of teacher education. Teacher educators should be given adequate capacity-building training on contemporary teaching methods that enhance students‘ active construction of knowledge. There is a need to standardize the assessment system in the colleges. The colleges should promote new modes of assessment over traditional assessment methods. The CTEs should establish an independent internal quality assurance unit fully mandated to perform overall activities related to assuring the quality of the core process of the colleges. The CTE should adequately plan and implement a school-based learning program (practicum) establishing strong partnerships with catchment schools. Adequate training should be given to school mentors and college tutors on making the practicum program more effective.
