Secondary pre-service teacher education in Ethiopia: Its Impact on Teachers' Competence and Confidence to Teach Practical Work in Science

Abstract

The govemment of Ethiopia has espoused a practical problemsolving
approach to teaching and learning science. The challenge facing
the Ministry of Education is how to implement its objectives in a country
which has been described as among the poorest If} the World. TIle study
reported here focuses on teacher education. It gives a descn"ption of science
student-teachers' experience of pre-service education and tile factors
affecting their professional development with regard to practical work: It
examines the structure of teacher education programmes, the contel?/ of the
teacher-training curriculum and student-teachers' classroom practice ill
order to provide a fuller account of teacher education. The study advances
this agenda further, revealing the practice of experienced teacllers in
schools. The conclusion uses the findings to propose ways if) which the
Ministry might implement changes to practice in initial teacher education to
meet the objectives of the new reforms in Ethiopia: