Preparing More and Better Teachers: A New Vision of Teacher Development in Ethiopia.

Autor/in	Gidey, Maekelech
Titel	Preparing More and Better Teachers: A New Vision of Teacher Development in Ethiopia.
Quelle	(2002), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Decentralization; Educational Change; Educational Development; Elementary Education; Foreign Countries; Geographic Isolation; Inservice Teacher Education; Rural Education; Rural Schools; Shared Resources and Services; Teacher Morale; Teacher Shortage; Teaching Conditions; Ethiopia + Suchen Sie Ihr Suchwort? Kollegialität; Decentralisation; Dezentralisierung; Bildungsreform; Bildungsentwicklung; Elementarunterricht; Ausland; Lehrerfortbildung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Gemeinwirtschaft; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Lehrermangel; Lehrbedingungen; Unterrichtsbedingungen; Äthiopien
Abstract	In 1994 Ethiopia committed to expanding its education system, particularly at the primary level, to reach previously marginalized communities. The unprecedented expansion of the education system resulted in large classes with few resources. The reforms aimed to implement student-centered, active learning, but the new approach was not reflected in the teacher preparation curriculum, and there was little student teaching. As a result, there was a teacher shortage and morale was low. A new site-based system of inservice teacher development was introduced in 1997. Training center schools received special training and other inputs in order to function as local training centers for other schools in their geographic area. Staff development programs took place at regular intervals, mostly at the school level. They were practical and based on the concerns and needs of primary teachers, and they involved primary teachers themselves as facilitators. The new model faced considerable opposition at first. The program was tried out on a limited basis in Tigrai Region. Teachers reported that the cluster school-based training was important and relevant to their everyday activities in the classroom. Teachers also responded positively to the participatory, group activity-based methodologies of the workshops and to the regular contact with their colleagues that the cluster organization provided. Because of its contribution to teacher skills and morale, the program was adopted as national policy. (Contains 26 references.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC