Teacher Preparation for Secondary Education in Ethiopia: Assessment of the Implementation of Post-Graduate Diploma In Teaching (PGDT) Program in Public Universities
Keywords:
Curriculum, Curriculum Implementation, Mixed Method Research, PGDT, Secondary Education, Teacher Education, Teacher Preparation Program, the Concurrent Model, the Consecutive ModelAbstract
This study was conducted to assess the design and the implementation of Postgraduate Diploma in Teaching (PGDT) program in three public universities. Mixed methods research approach was used to address the research questions. Data was collected through interviews, questionnaires, observations and document review; and analyzed using narrative and statistical techniques. Findings of the study show that PGDT, like its predecessors, was bench- marked on the foreign practice (i.e., the UK and South African teacher preparation systems); it was introduced to address limitations found with previous programs; the implementation of PGDT was not as intended to be and affected by different factors, like anomalies in candidate selection and admission and in course preparation, deliv- ery and assessment; scarcity of resources and facilities; lack of interest in the program on the part of universities’ management, teacher educators and candidates; absence of strong follow-up; and lack of collaboration among key stakeholders.
Downloads
References
Ahmed, S. (2013). Teacher education in Ethiopia: Growth and development, African Journal of Teacher Education, 3 (3), 1-20. University of Hail, Saudi Arabia.
Aklilu Dalelo, Alemayehu T/Mariam & Mekasha Kassaye (2008). The structure and content of secondary school teacher education programs: international and national experiences, Journal of Education for Development, vol. 2 (2).
Ambissa Kenea, Solomon Areaya and Zenebe Baraki (2008). Pre-service Secondary Teacher Education in Ethiopian University after TESO. Proceeding of the third annual national conference on teacher education in Ethiopia: Prospects and Challenges, Addis Ababa University.
Aweke S., Eyasu G., Kassa M., Mulugeta A., and Yenealem A. (2017). Policy Debate in Ethiopian Teacher Education: Retrospection and Future Direction, International Journal of Progressive Education, volume 13 (3).
Bassey, M. (1999). Case study research in educational setting. UK: Open University Press.
Cameron, R. (2011). Mixed methods research: The five Ps framework, Journal of Business Research Methods, 9 (2), 96-108. Retrieved on 4 March 2016 from http://www.ejbrm.com.
Cannella, G. S. & Reiff, J. C. (1994). Individual constructivist teacher education: Teachers as empowered learners, Teacher Education Quarterly, 21 (3) 27-38.
Casey, C., & Childs, R. (2007). Teacher education programs admissions criteria and what beginning teachers need to know to be successful teachers, Canadian Journal of Educational Administration and Policy, 67, 1-24.
Cochram-Smith, M. & Zeichner, K. M. (2009). Studying teacher education: The Report of the AERA Panel on Research and Teacher Education. Tyler & Francis.
Cochram-Smith, M. et al. (2008). Handbook of research on teacher education: Enduring questions in changing con- texts (3 Ed.). NY: Routledge.
COE/AAU (2008). Teacher education system in Ethiopia: A need for an informed decision. Addis Ababa: AAU Press. ______________(2013). The implementation of PGDT: Practices and challenges.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among the five approaches (2nd Ed.). Thou- sand Oaks, California: Sage Publications Inc.
______________(2003). Research design: Qualitative, quantitative, and mixed method approaches (2nd Ed.). Thou- sand Oaks, California: Sage Publications Inc.
Creswell, J. W. & Garrett, A. L. (2008).The “movement” of mixed methods research and the role of educators, South African Journal of Education, 28 (321-333).
Creswell, J. W. & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oak, CA: Sages Publications.
Darling-Hammond, L. (2006). Assessing teacher education: the usefulness of multiple measures for assessing pro- gram outcomes, Journal of Teacher Education, 53(4),286-304. USA: SAGE Publication.
______________(2006b). Constructing 21 century teacher education, Journal of Teacher Education, 57(10), 1-15.
rd
st
USA: The American Association of Colleges for Teacher Education.
______________(2006a). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. De Lisle, J. (2011). The benefits and challenges of mixing methods and methodologies, Caribbean Curriculum, Issue
18, 87-120.
Denscombe, M. (2008). Communities of practice: A research paradigm for the mixed methods approach, Journal of Mixed Methods Research, 2 (3), 270-283. UK: Sage Publications.
Feuer, M. J. et al. (2013). Evaluation of teacher education programs: Purposes, methods and policy options. Washing- ton, DC: National Academy of Education.
Fosnot, C. (1996). Constructivism: Theory, perspectives and practice. New York: Teachers College Press. Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: John Wiley and Sons.
Johnson, R. B. et al. (2007). Toward a definition of mixed Methods Research, Journal of Mixed Methods Research, 1 (2), 112-133.
Johnson, R. B. & Onwuegbuzi, A. J. (2004). Mixed methods research: A paradigm whose time has come, Educational Researcher, 33 (7), 14-26. Retrieved from http://www.jstor.org
Kaufman, D. (1996). Constructivist-based experiential learning in teacher education, Action in Teacher Education, 18 (2), 40-49. Washington D.C.
Kedir Assefa Tessema (2006). Contradictions, challenges, and chaos in Ethiopian teacher education, Journal for Criti- cal Education Policy Studies.
______________ (2007). The teacher education reform process in Ethiopia: Some consequences on educators and its implications, Journal of teaching education, Vol.18, Issue1, pp.29-48.
Kedir M. (2014). The practices and challenges of postgraduate diploma in teaching practicum implementation in Haramaya University cluster, Ethiopia, Middle Eastern and African Journal of Educational Research, Issue 10, pp.25-43.
Kim, E. et al. (2009). Secondary teacher policy research in Asia: Secondary education and teacher quality in the republic of Korea. Bangkok: UNESCO.
König, C. & Mulder, R. H. (2013). A change in perspective – Teacher education as an open system, Frontline Learn- ing Research, Vol. 6, pp.26-45.
Koye Kassa (2014). Attitude of postgraduate diploma in teaching (PGDT) student teachers towards teaching pro- fession in the Ethiopian University College of Teacher Education, Middle Eastern and African Journal of Educational Research, Issue 7, pp 44-57.
Koye Kassa and Yonas Amdemeskel (2013). Practices and Challenges of Post-Graduate Diploma in Teaching Pro- gramme: The Case of Haramaya University, Ethiopia. Ereflectiopn journal, 2(4).
MacKinnon, A. & Scarff-Seatter, C. (1997). Constructivism: Contradictions and confusion in teacher education. In V.
Richardson (ed.), Constructivist teacher education: Building new understandings (pp.38-35). Washington D.C: Falmer Press.
Marew Zewdie et al. (2000). Secondary teacher education in Ethiopia: An overview. In D. Bridges & M. Zewdie (Eds.), pp. 7-23. Ethiopia: Addis Ababa.
Menter, I, et al. (2010). Teacher education in the 21 century, pp. 17-25. University of Glasgow, Scotland.
st
Merriam, S. B. (1988). Case study research in education. London: Jossey-Bass publishers.
Ministry of Education (2009). Postgraduate diploma for teachers (PGDT) curriculum framework for secondary school teachers in Ethiopia. Addis Ababa.
____________ (1994). Education and Training Policy, Transitional Government of Ethiopia, Addis Ababa, Ethiopia. ____________ (2003). Hand book of TESO. Addis Ababa, Ethiopia
____________ (2018). Education Development Roadmap. Addis Ababa, Ethiopia.
Morgan, D. L. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualita- tive and quantitative methods, Journal of Mixed methods Research, Vol.1, 48-76.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspectives: Current practices in OECD countries, OECD Education Working Papers, No.48. OECD Publishing. Retrieved from http://dx.doi.org
Nasir Tajure Wabe & Kedir Assefa Tessema (2011). Ethiopian Teacher Education System: Barriers and Contradic- tions, Journal of Educational and Social Research, Vol. 1 (5).
Niglas, K. (2008). How the novice researcher can make sense of mixed methods design. Retrieved from http://www.
tlilib.ee/files/arts/24/niglaf737.
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks, Implementation Science, 10 (53). Ogunyinka, E. K, Okeke, T. I, & Adedoyin, R. C, (2015). Teacher Education and Development in Nigeria: An Analy-
sis of Reforms, Challenges and Prospects. Education Journal; 4(3): 111-122
Onwuegbuzie, A. J. & Combs, J. P. (2011). Data analysis in mixed research: A primer, International Journal of Edu- cation, 3 (1), 1-25. USA: Sam Houston State University. Retrieved from http://www.macrothink.org.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3 Ed.). Thousand Oaks, CA: Sage Publications. Peters, R.S. (2005). Education and the education of teachers (pp. 86-116). London: Taylor and Francis. Ponce, O. A. (2011). Investigation of mixed methods in education: Philosophy and methodology. Puerto Rico: San
Juan publications.
Rao, R. R. & Rao, B. D. (2005). Methods of teacher training. India, New Dehli: Discovery Publishing House. Richardson, V. (2005). Constructivist teacher education: Building a new world of understanding (pp 3-14). USA:
Taylor and Francis Inc.
Ridley, B. & Bridges, D. (1997). Secondary teacher education in Ethiopia: Ancient traditions and modern tensions.
Retrieved from http://www.leeds.ac.uk/educol on 09/09/2014.
Schomburg, H. (2010). Concepts and methodologies of tracer studies: International experiences. Retrieved from http://www.uni-kassel.de/incher.
Stake, R. E. (2003). ‘Case studies’, in Denzin et al. (Ed.), strategies of qualitative inquiry. London: Sage publication. Tamir, P. (2004). Curriculum implementation revisited. Journal of Curriculum Studies, 36 (3), 281-294.
Tashakkori, A. & Creswell, J. W. (2007).The new era of mixed methods, Journal of Mixed Methods Research, 3 (2), 95-108.
Teddlie, C. & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative techniques in the social and behavioral sciences. Thousand Oaks, CA: Sage Publications.
Tesfaye Semela (2014). Teacher preparation in Ethiopia: a critical analysis of reforms. Cambridge Journal of Educa- tion, 44(1), 113-145.
____________ (2008). Teacher education at crossroads: How should Ethiopian secondary school teachers be trained?
Journal of Education for Development, 3(1), 1-37. Retrieved on 22 October 2012 from http:// www.scribed. com
Toohey, S. (2000). Designing courses for higher education. Buckingham, UK: SRHE and Open University Press. Townsend, T. & Bates, R. (2007). Handbook of teacher education (pp. 241-266). Netherlands: Springer. UNESCO (2009). Secondary teacher policy research in Asia: Secondary education and teacher quality in the Repub-
lic of Korea. Retrieved on 21 March 2016 from http://unesdoc.unesco.org
______________(1990). Innovations and initiatives in teacher education in Asia and the Pacific region, Vol.1. Bang- kok.
Workineh Abebe & Tassew Woldehana (2013). Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. Retrieved from http://www.younglives. org.uk.
Worku Fentie Tegegne, Alebachew Hailu Gelaneh (2015). Evaluative Research of the Mentoring Process of the PGDT (With Particular Reference to Cluster Centers under Jimma University Facilitation). Education, 5(1), 1-8.
Worrell, F. et al. (2014). Assessing and evaluating teacher preparation programs. Washington, DC: American Psycho- logical Association.
Yin, R. K. (2003). Case study research: Design and methods, Applied Social Research Methods Series, Vol.5. London: Sage Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
