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Title
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Cultivating Dynamic Educators: Case studies in teacher behavior change in Africa and Asia.
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Creator
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Mekonnen, Dawit, Fesmire, Marion, Ramos-Mattoussi, Adrienne S., Backman, Stephen, Ramos-Mattoussi, Flavia S.
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Abstract/Description
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The purpose of this case study was to examine the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use...
Show moreThe purpose of this case study was to examine the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use the term teacher educators to refer to the lecturers and instructors at the colleges of teacher education and the term student teachers to refer to the students at colleges of teacher education, also referred to in Ethiopia as “teacher-trainees” and “wouldbe- teachers”). The professional development activities included engagement of these educators in module development, adaptation of the modules and related materials into seven mother tongues,2 and training on the module contents. The objectives of this chapter are to describe the extent to which teacher educators’ involvement across multiple initiatives promoted changes in conceptions of literacy instruction; depth of understanding of literacy content; and student-centered, participatory teaching and learning pedagogy. (For this chapter, the term literacy encompasses reading, writing, speaking, and listening.) To document changes in conceptions, knowledge, and skills, we collected data throughout the life of the project to gather teacher educators’ reflections on learning processes, changes in teaching practices, and student teachers’ readiness to teach the new primary curriculum.
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Date Issued
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2018-10-01
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Identifier
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FSU_libsubv1_scholarship_submission_1541195255_20bf4559, 10.3768/rtipress.2018.bk.0022.1809
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Format
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Citation
