13,152
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Post Graduate Diploma in Teaching(PGDT) Pre-service Teacher Development Policy Reform Initiative: Its Practices, Outcomes and Challenges in Bahr Dar University (BDU)

ORCID Icon | (Reviewing editor)
Article: 1696503 | Received 27 Aug 2019, Accepted 18 Nov 2019, Published online: 08 Dec 2019

References

  • Aklilu, D., Alemayehu, T., & Mekasha, K. (2008). The structure and content of secondary school teacher education program: International and national experiences. Journal of Education for Development, II(2).
  • Awayehu, M. (2017). Secondary school teacher education in ethiopia: practices and challenges.ethiopian. Journal of Education and Science, 13(1), 103–22.
  • Bartelheim, F. J., & Conn, D. R. (2014). Secondary pre-service teachers’ perceptions of an ideal classroom environment. Current Issues in Education, 17, 3.
  • Bhattacharjee, J. (2015). Progress of teacher education in India: A discussion from past to present. India. International Journal of Humanities and Social Science Studies, 2(1), 213–222.
  • Boz, N. (2012). Pedagogical content knowledge of variables. The Asia Pacific Education Researcher, 21(2), 42–52.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds). (1999/2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Darling-Hammond, L. (2006a). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120–138. doi:10.1177/0022487105283796
  • Darling-Hammond, L. (2006b). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi:10.1177/0022487105285962
  • Donaldson, G. (2011). Teaching Scotland’s future report of a review of teacher education in Scotland. Edinburgh: The Scottish Government.
  • Ethiopian Ministry of Education. (2009). Postgraduate diploma in teaching: Curriculum framework for secondary school teacher education programme in Ethiopia. Addis Ababa: Author.
  • Etshim, R. (2017). Collaboration between higher education and labor market in Kinshasa. Journal of International Education and Leadership, 7(1).
  • Federal Democratic Republic of Ethiopia. (2009). Higher education proclamation No. 650/2009. Addis Ababa: People’s Representative Council.
  • Feldman, K. A. (1976a). Grades and college students’ evaluation of their courses and teachers. Research in Higher Education, 4. doi:10.1007/BF00991462
  • Feldman, K. A. (1976b). The superior college teacher from the students’ view. Research in Higher Education, 5, 243–288. doi:10.1007/BF00991967
  • Gemechu, E., Shishigu, A., Micheal, K., & Atinafu, M. (2017). Reform of teacher education in Ethiopia: A historical analysis. Research Journal of Educational Sciences, 5(2), 1–6.
  • Federal Democratic Republic Government of Ethiopia. (1994). Education and training policy. Addis Ababa: Berhanena Selam Printing Enterprise.
  • Gess-Newsome, J., & Lederman, N. B. (1999). PCK: How teachers transform subject matter knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 51–94). The Netherlands: Kluwer Academic Publishers.
  • Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education, 4(3), 365–379.
  • Hayes, G., & Chamberlain, R. (1998). Improving literacy in the primary school. London: Routledge.
  • Kedir, A. T. (2007). The teacher education reform process in Ethiopia: Some consequences on educators and its implications. Journal Teaching Education, 18(1), 29–48. doi:10.1080/10476210601151532
  • Koye, K. (2014). Attitude of post graduate diploma in teaching (PGDT) student teachers towards teaching profession in Ethiopian university college of teacher education. Middle Eastern and African Journal of Educational Research, 7, 44–57.
  • Levin, B., & Young, J. (1997) The Origins of Educational Reform: A Comparative Perspective. Paper presented at the Annual Meeting of the Canadian. Newfoundland: Society for the Study of Education St. John’s,
  • Low, E.-L., & Tan, O.-S. (2017). Teacher education policy: Recruitment, preparation and progression. Chapter 2. Singapore: Springer Nature Singapore Pte. Ltd. doi:10.1007/978-981-10-3386-5_2
  • McMahan, S. K., & Garza, R. (2016). Fostering pre-service teachers’ development: Engagement in practice and learning. Current Issues in Education, 19, 3.
  • Ministry of Education. (2009). Professional standard for Ethiopian school teacher: National professional standard for teachers. Addis Ababa: MOE..
  • Misra, P. K. (2015). Teacher education policies, practices and reform in Scotland: Implication to Indian context. Cogent Education, 2. doi:10.1080/2331186x.2015.1066089
  • MOE(2012). National Professional standard for Ethiopian school teachers (Unpublished). Addis Ababa. doi:10.1094/PDIS-11-11-0999-PDN
  • Nasir, T. W., & Kedir, A. T. (2011). Ethiopian teacher education system: Barriers and contradictions. Journal of Education and Social Research, 1(5), 99–113.
  • Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405–429. doi:10.1080/00131881.2012.734725
  • Sabatier, P. A., & Weible, C. M. (2014). Theories of the policy process. Colorado: Westview press.
  • Sain, S. K., & Kaware, S. S. (2014). The challenges and quality of teachers in India at present in Indian educational scenario. Journal of Education and Social Policy, 1(1), 13–18.
  • Sarwar, M., & Ashrafi, G. M. (2014). Students’ commitment, engagement and locus of control as predictor of academic achievement at higher education level. Current Issues in Education, 17(3), 1–10.
  • Semela, T. (2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Cambridge Journal of Education, 44(1), 113–145. doi:10.1080/0305764X.2013.860080
  • Shishigu A.,Gemechu, E., Atinafu K. M. M., & Ayalew, Y. (2017). Policy debate in Ethiopian teacher education: Retrospection and future direction. International Journal of Progressive Education, 13(3), 61–70.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57(1), 1–22. doi:10.17763/haer.57.1.j463w79r56455411
  • Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129–135. doi:10.1016/S0193-3973(99)00057-X
  • Solomon, A. (2016). Secondary teacher education in Ethiopia: Top-down reforms and policy implications. The Ethiopian Journal of Education, XXXVI(1), 1–45.
  • Taiwo, M. O., Omole, O. C., & Omole, O. E. (2014). Sexual Harassment and psychological consequence among students in higher education institution in Osun State, Nigeria. International Journal of Applied Psychology, 4(1), 13–18. doi:10.5923/j.ijap.20140401.02
  • Tesfaye, S. (2008). Teacher education at cross roads: How should Ethiopian secondary school teachers be trained. Journal of Education for Development, II(1).
  • Yordanos, Yibeltal. (2019). Perceived pedagogical-content knowledge of teachers: Classroom practices of as correlates of college of teachers education students’ academic result. International Journal of Research in Teacher Education, 10(2), 34–53.
  • Young, J., & Levin, B. (1999). The origins of educational reform: A comparative perspective. Canadian Journal of Educational Administration and Policy, 12.