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Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education |
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| Institution: | 1. Learning Systems Institute, Florida State University, C4600 University Center, Tallahassee, FL 32306-4459, United States;2. Addis Ababa University, Addis Ababa, Ethiopia;1. HAN University of Applied Sciences, iXperium/Centre of Expertise Teaching and Learning with ICT, P.O. Box 30011, 6503 HN, Nijmegen, The Netherlands;2. University of Amsterdam, Research Institute of Child Development and Education, P.O. Box 15780, 1001 NG, Amsterdam, The Netherlands;1. Bahir Dar University, Faculty of Education and Behavioral Sciences, Educational Planning and Management Program, P.O. Box 1207, Ethiopia;2. Addis Ababa University, College of Education and Behavioral Studies, Curriculum & Teachers’ Professional Development Department, P.O. Box 1176, Ethiopia |
| Abstract: | Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy. |
| Keywords: | Teacher education Teacher training Literacy Ethiopia International education Development education Multilingual education Early grade reading |
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