College of Pedagogical and Behavioral
Sciences
Department of Curriculum and
Instruction
Practice and Challenges of Preschool Teacher
Education at Arbaminch College of Teacher
Education.
February, 2017
Arbaminch
2
A Research Submitted to the Department Of
Curriculum and Instruction in Partial Fulfillment of
the Requirements of the Course Instructional Theories
and Design(CI5121)
Ayele Feyissa Ayano
3
Table of Contents
Contents
Pages
CHAPTER ONE: Introduction-----------------------------------------------------8
1.1. Background of the Study-------------------------------------------------8
1.2. Statement of the Problem------------------------------------------------9
1.3. Objective of the Study---------------------------------------------------10
1.4. Significance of the Study------------------------------------------------10
1.5. Delimitation of the Study-----------------------------------------------10
1.6. Limitation of the Study--------------------------------------------------11
1.7 .Organization of the Study-----------------------------------------------11
1.8. Operational Definitions-------------------------------------------------11
CHAPTER TWO : Review of Related Literature------------------------------12
2. 1. Early Childhood Care and Education----------------------------------12
2.2. The Goal of Preschool---------------------------------------------------12
2.3. Early Childhood Teacher Education-----------------------------------12
2.4. The Status of Preschool Teacher Education in Ethiopia------------13
CHAPTER THREE : Method and Methodology ---------------------------- 15
3.1. Research Design --------------------------------------------------------15
3.2. Source of Data-----------------------------------------------------------15
3.3. Sample and Sampling Techniques------------------------------------15
3.4 .Instruments of Data Collection----------------------------------------15
3.5. Data Collection Procedures--------------------------------------------15
3.6. Method of Data Analysis ----------------------------------------------15
4
CHAPTER FOUR: Presentation and Analysis of Data --------------------18
4.1. Relevant Documents---------------------------------------------------18
4.2. Status of Preschool Teacher Education at AMCTE---------------19
CHAPTER FIVE : Conclusion and Recommendations------------------- 28
5.1. Conclusion -------------------------------------------------------------28
5.2. Recommendations-----------------------------------------------------30
Bibliography ------------------------------------------------------------------------31
APPENDIX-I -----------------------------------------------------------------------33
APPENDIX-II----------------------------------------------------------------------34
APPENDIX-III---------------------------------------------------------------------36
5
List of Tables
Table
Page
1. The Summary of the Preschool Education Curriculum--------------------------------19
Table 2: Nature of the Course Contents--------------------------------------------------------------21
Table 3: Method of Teaching--------------------------------------------------------------------------22
Table 4: Active Learning Methods frequently used in the Classrooms--------------------------23
Table 5: The Status of Teaching Aid Usage--------------------------------------------------------24
Table 6: Assessment and Feedback-------------------------------------------------------------------24
Table 7: Mostly used Continuous Assessment Tools----------------------------------------------24
Table 8: Interaction between Instructors and Candidates-----------------------------------------25
Table 9: The Status of Infrastructure and Learning Environments ------------------------------26
6
Abstracts
The main purpose of this study was to describe
the Practice and Challenges of Preschool
Teacher Education at Arbamich College of Teacher Education. In so doing, descriptive survey
method was employed as an appropriate methodology. Instructors educating preschool , third
year regular candidates ,academic v/dean and department head were used as a source to secure
relevant data. Simple random and purposive (expert sampling ) were employed. Questionnaire
and interview were the main tools of data collection. Both quantitative and qualitative data
analysis techniques were employed. The findings revealed that the practice of teaching and
learning was better. The contents of the curriculum were sufficient. The provision of
instructional resources was low; there was no model school in the college. The instructors need
training in preschool pedagogy. There was very low assistance and supervision from both MoE
and Regional Education Bureau. Among the challenges of the program werenegative
perception of candidates on the department; burden on instructors that they prepared
instructional materials and engaged in teaching at the same time; most materials were not
contextualized to preschool; lack of independent resource center and instruments ;low academic
performance of candidates and absences of Preschool Teacher Educator on the market.
Key terms: Preschool Teacher Education, Early Childhood Care and Education, Policy,
Practice and Challenges
7
CHAPTER ONE
Introduction
1.1. Background of the Study
Early Childhood Education is a form of education offered at a sensitive period marked by rapid
changes in physical, cognitive, language, social and emotional development (UNESCO, 2010).
In this respect the constitution of Ethiopia , included provision of Early Childhood Care and
Education (ECCE) focused on the all-round development of the child in preparation for formal
schooling (FDRE,1994). Moreover, education is the right of the child and it is a foundation of
"(GXFDWLRQ IRU $OO´ _(6'3 ,9_ ______
The Ethiopian government emphasis to Early Childhood Education gained its momentum in
____ WKURXJK SXEOLFDWLRQ RI D µ1DWLRQDO 3ROLF\ )UDPHZRUN for Early Childhood C
Education(MoE,MoH,MoWA,2010).
It is argued that effective ECCE, has the following six agreed features of quality systems:
equitable and inclusive access; curriculum; teaching and learning materials; teachers and school
leaders; parental and community support and engagement; standards, monitoring and learning;
and system financing, management and leadership (Rossiter ,2016).
From this discussion it is possible to see that one of the features of effective ECCE is teachers
and school leaders the former being the focus of this study. It is agreed that preschool teacher
training and professional development must help all teachers gain knowledge and skill that
contribute to the educational achievement of all children (NAEYC, 2002; Ray, 2000 cited in
Biniyam,2014 ).
The Ethiopian experience in Preschool Teacher Education is not that much long, it lagged about
four decade behind the Teacher Education of Primary School. The first modern Preschool
Teacher Training Center was established at Menen school with the support of UNICEF in Addis
Ababa in 1986 (UNESCO ,2007). The center was later shifted to the former Kotebe College of
8
Teacher Education(now University College). The duration of the training had been three
months, which was later extended to one year. Source attested that qualified kindergarten
teachers follow a one-year training program offered by Teachers Training Institutes ,admission:
upon completion of grade 10 (UNESCO ,2007). This practice seems to have continued for some
time. In 2008, the Ministry of Education issued a draft standard for Preschool Education in
which it recommended a diploma graduate for teachers of Preschool, i.e three year training
(MoE, 2009).
Arbaminch College of Teacher Education(AMCTE) is one of the colleges, which engaged in
teaching teachers for primary schools. Since its establishment as Teacher Training Institute
(TTI) in 1988 it had trained teachers for primary schools at certificate level, but in 2005, it was
grown to College level to train primary school teachers at diploma level. The College opened
Preschool Teacher Education in 2015(AMCTE,2007).
1.2. Statement of the Problem
According to the study by Young Lives, investing in quality ECCE programs has critical
importance_ (DUO\ LQWHUYHQWLRQ LV FUXFLDO IRU FKLOGUHQ¶V FRJQLWLYH_ VRF
language and
physical development as well as for their subsequent learning and development; these early
investments also improve the efficiency and effectiveness of education systems (Britto, Engle, &
Super, 2013 cited in Kamerman, 2006). On the other hand the effectiveness of ECCE depends
among other things on quality of preschool teachers. Educating Preschool Teachers is the
responsibility of Teacher Training Colleges. Since Colleges are
places where Preschool
Teachers are equipped with the necessary knowledge, skill and attitude that will help them in
their real experience. Therefore the method of teaching, the contents of the curriculum, the
resources and the capacity of the institution has to be assessed. On top of this it is stated that the
practice of Preschool Teacher Education in Ethiopia is the least researched area (HormWingerd, 2000 cited in Biniyam,2014). The practice of Preschool Teacher Education at
9
Arbaminch College of Teacher Education is no exception. This is why the researcher intended to
describe the status of Preschool Teacher Education at Arbaminch College of Teacher Education
through the following research questions:
What are the practices of the Preschool Teacher Education at Arbaminch College of
Teacher Education
What are the opportunities and challenges faced in training preschool teachers
1.3. Objective of the Study
The general objective of this study was to describe the practice and challenges of Preschool
Education at Arbaminch College of Teacher Education. It had the following specific objectives:
to explore the policy provisions on Preschool Teacher Education Program at AMCTE.
to examine the current practices of Preschool Education at AMCTE
to identify the challenges of Preschool Education at AMCTE
1.4. Significance of the Study
Assessing the practice of Preschool Teacher Education is very important not only to solve the
problems but also to keep best practices up. The researcher also believes that the findings of
this study would bring to light the status of Preschool Teacher Education at AMCTE. It is
significant to identify areas that need
intervention. It may help as a ground for future study.
1.5. Delimitation of the Study
The study was delimited geographically to AMCTE and conceptually it was delimited to describe
the practice of Preschool Teacher Education.
10
1.6. Limitation of the Study
Time constraint
1.7 .Organization of the Study
The study has been organized through five chapters and hence, the first chapter has dealt with the
introduction, statement of the problem along with the research question, objectives of the study,
delimitation and limitation of the study, and operational definition, and organization of the study.
Chapter two has provided the review of related literature while the third chapter has presented the
research method and methodology. Chapter four, has covered the presentation, analysis and
interpretation of the data. The fifth chapter has addressed the conclusions and recommendation
part.
1.8. Operational Definitions
Kindergarten ( German, literally means "children's garden") is a class or division of school for
young children, usually four to six years old, which is to prepare them for
elementary school.
11
CHAPTER TWO
Review of Related Literature
2. 1. Early Childhood Care and Education
Early Childhood Education is a form of education offered at a sensitive period marked by rapid
changes in physical, cognitive, language, social and emotional development(UNESCO, 2010).It
is argued that one of the features of effective ECCE quality systems is teachers and school
leaders (Rossiter, 2016). Preschool teachers need to be qualified and to have skill and knowledge
of child development and handling so as to meet the goal of preschool.
2.2. The Goal of Preschool
A SUHVFKRRO¶V HVVHQWLDO JRDOV IDOO LQWR WKH FDWHJRULHV RI_ VRFLDO DQG
skills; self-help
and intrapersonal skills; an approach to learning; academic content; music and the arts; and
wellness and healthy living. Within this structure, students would learn to develop social
relationships, cooperation, and classroom rules. They would manage their affairs and behavior
and learn to be independent. Further, they would improve self-regulation, motivation, listening
and critical thinking. Students would also learn the letters of the alphabet, colors, shapes, and
sizes. They would learn through dramatic play and self-direction ( Morrison, 2009 cited in
Sharrow , 2012).
2.3. Early Childhood Teacher Education
Studies in the area agreed that high quality preschool education produces substantial long-term
educational, social, and economic benefits. These benefits occur only when teachers are
professionally qualified. Qualified teachers are able to meet all of these goals of preschool
because of their unique education and experience with child development. Qualified preschool
teachers would have knowledge and skills of the content, and structure of a basic kindergarten
12
classroom. Additionally, a qualified preschool teacher would be better equipped to structure and
teach the literacy and math skills that children are expected to develop (Barnett, 2003; Bowman
,2001; Carr and Mitchell, ny ; Sharrow,2012).
2.3.1. The Curriculum and Instruction of Preschool Teacher Education
Preschool Teacher Education is being given by colleges. These academic institutions are
expected to have separate program. The quality of the program is determined among other
things, by the content of the curriculum and the available resources or capacity of an institution
to provide that content through its faculty and structural characteristics (Darling and Hammond,
2000).
2.3.1.1. Content
The contents of Preschool Teacher Education curriculum focuses on four general areasfoundation of early education, knowledge of the pedagogy, teaching practices and interactions
and direct experience with young children in a variety of settings.
The first area- foundation of early education includes child development and learning theory, as
well as method of teaching and curricular approaches. In addition to knowledge of how children
learn and general patterns of development, teachers need to facilitate learning across the content
areas for diverse groupings of children. The second area addresses the knowledge of the
pedagogy that involves in teaching young children literacy, math, social studies, science, and the
arts. The third area aimed to realize the kind of teaching practices and interactions among
teachers and children. Academic institutions should train their candidates to understand how to
apply this knowledge. The fourth area associated with practice. In order to make use of the
content they have learnt candidates need to have direct experience with young children in a
variety of settings (Hyson, 2003).
13
2.3.1.2. Resources
The implementation of curriculum in teacher education programs is dependent on the resources.
It primarily deals with the positive personal interaction of the candidates with faculty members
from which they can learn how to interact with their students .Such interactive behavior lead to
understand instructional environments and teacher-child relationships that are associated with
student gains in learning and social skills. The ability of faculty members to educate preschool
teachers adequately for the task of teaching diverse groups of students for ongoing academic
success is another area of concern (Darling-Hammond, 2000).
2.4. The Status of Preschool Teacher Education in Ethiopia
Preschool Teacher Education in Ethiopia is a recent phenomenon. Until recently the country had
had no clear preschool teacher education policy and quality standards. Government's effort to
develop the area had been minimum comparing to other education levels. This situation thereby
hampered the development of a desired teacher profile and professional career structure for
preschool teachers. The shortage of preschool teachers was aggravated by lack of sufficient
training institutions. Until recently there has been a single government institute; most regions
have no pre-school training institute. Private institutes train pre-school teachers between three to
ten months. Many of these lack qualified staff, have only part-time staff and are handicapped by
inappropriate facilities and materials ( UNESCO, 2007). In 2008, the Ministry of Education
issued a draft standard for Preschool Education in which it recommended a diploma graduate for
teachers of Preschool, i.e. three year training (MoE, 2009). Since then the Ministry encouraged
CTEs to open separate departments of Preschool Teacher Education. Arbaminch College of
Teacher Education, opened the separate department of Preschool Teacher Education in 2015.
14
CHAPTER THREE
3. Method and Methodology
This chapter has analyzed the research method and approaches, sources of data, sampling and
sampling technique, instruments of data collection, data collection procedures and method of
data analysis.
3.1. Research Design
The major purpose of this research was to describe the practices and challenges of Preschool
Teacher Education at AMCTE. To achieve this purpose descriptive survey approach was
employed. According to Gay(1992) descriptive survey is conducted to answer question
concerning the current status of the subject of the study. In this study both quantitative and
qualitative research or mixed methods
(QUAN-qual Model) was used. Overwhelming
quantitative data was collected and the qualitative data was used to substantiate the qualitative
one
3.2. Source of Data
The primary and secondary sources were consulted to obtain information about the subject under
study. The primary sources were third year regular preschool candidates, who in their three
years stay in the college, have been well aware of the practice; the academic vice dean for the
link that the college had with MoE and Regional Education Bureau and for he knew the
managing aspect; and the department head for his knowledge of the general implementation of
the program; Instructors of education stream who have taught the the theories, principles and
methods of teaching for preschool candidates. The prior secondary sources used were the
Constitution of 1994, the education and training policy, the ECCE policy framework, the
standard of ECCE for their provisions on the Preschool Teacher Education and finally the
Preschool Teacher Education Curriculum was consulted for the courses that preschool
candidates have taken in the three academic years.
15
3.3. Sample and Sampling Techniques
In this research both probability and non probability sampling techniques were used. In AMCTE
the regular third year 2017 batch candidates of Preschool Teacher Education constituted of fortythree. From these twenty candidates (46%) were selected through simple random sampling.
Education stream instructors were selected through expert sampling and from fourteen
instructors found in the education stream nine (64%) instructors were selected through simple
random sampling; the academic vice dean and the department head were selected through
purposive expert sampling . According to 2¶Leary (2004) researchers using non probability
samples may be involved in studies that are not working towards representativeness or
transferability. In this case it does not mean that it lack credibility.
3.4 .Instruments of Data Collection
In order to enhance the validity and trustworthiness of the study, different instruments of data
collection were employed. This helped to corroborate data, generated by the variety of data
collection tools. Hence, data from primary sources were obtained through questionnaire, and
interview. The relevant documents were analyzed.
3.4.1. Questionnaire
The questionnaire with both close ended and open ended questions was adopted and modified
based on the existing relevant review literatures, then pilot was conducted(2¶/HDU\ ,2004). The
questionnaire was administered to twenty candidates.
3.4.2 Interview
Interview - semi structured interview was used to gather data from nine instructors, one
academic dean and one department head.
16
3.4.3. Document Analysis
The Constitution of 1994, the Education and Training Policy, the ECCE Policy Framework, the
Standard of ECCE, were analyzed for their provisions on the Preschool Teacher Education and
finally the Preschool Teacher Education Curriculum was consulted as secondary source to
supplement and/or triangulate/ the data or information collected through the tools mentioned
above.
3.5. Data Collection Procedures
Data from questionnaire and interview were gathered with informed consent of participants.
Each participant was told that the information obtained would be kept confidential. All
interviews were held with the agreement of the participants at any time they felt comfortable.
The data were gathered by the researcher himself.
3.6. Method of Data Analysis
The data collected in accordance with the nature of basic questions and the purpose of the study
through questionnaires and interviews were analyzed using both quantitative and qualitative
approaches of data analysis. Thus, the quantitative data was analyzed by employing descriptive
statistics - mean, grand mean and percentage. The qualitative data obtained through interview
was analyzed using qualitative interpretation and used to triangulate the responses given and the
results obtain through questionnaires.
.
17
CHAPTER FOUR
4. Presentation and Analysis of Data
The data gathered for the research were both quantitative and qualitative in nature. Percentage
and description of qualitative approaches were used to analyze the data respectively. In this part
the data presentation and analysis were organized under five major themes. All the data were
presented and analyzed simultaneously for the sake of simplicity.
4.1. Relevant Documents
Since 1994 the Ethiopian government has issued a series of policy documents to address cases of
education in general and teacher education in particular. The following is a brief chronicled list
of major and relevant policy documents regarding ECCE from 1994 throughout 2010.
4.1.1. The Education and Training Policy
The Education and Training Policy, which was launched in April 1994, emphasizes the need to
HQKDQFH \RXQJ FKLOGUHQ¶V SK\VLFDO DQG PHQWDO GHYHORpment through early education. Th
document clearly asserts that preschool education focus on all round development of the child in
SUHSDUDWLRQ IRU IRUPDO VFKRROLQJ_ 7KH
TXDOLILFDWLRQ_
4.1.2 .The Education Sector Development Programs
SROLF\
IXUWKHU
DGGHG
RQ
In an attempt to address the issue of access and quality in education the Ethiopian government
has launched programs. Of these programs the third and fourth Education Sector Development
Programs (ESDP III and IV) gave due consideration to ECCE. ESDP IV particularly ensured the
involvement of government in running preschools which had been heather to left to private
sector and Nongovernmental Organizations, furthermore it also played significant role in the
expansion of Preschool Teacher Education. Colleges of Teacher Education, were given the
authority to run independent program for Preschool Teacher Education (MoE,2005).
18
W
4.1.3. The National ECCE Policy Frame Work
The first national comprehensive ECCE policy, guideline and strategic operational plan was
developed in 2010. The policy framework was developed with a vision of ensuring all children
the right to healthy start in life; nurture in a safe and stimulating environment, and develop their
fullest potential. It also assigned responsibility for concerned bodies. Hence, the role of
Ministry of Education for the sector was set to be providing training service, developing play
materials, capacity building and advocacy (MoE, 2010).
4.2. Status of Preschool Teacher Education at AMCTE
Teaching and learning process involves issues such as the curriculum, method of teaching,
assessments, materials and reference, and school practice. This section presented the data
gathered about these issues followed by analysis.
4.2.1. The Curriculum of Preschool Education
According to the new curriculum, deploma candidates of Preschool Education are expected to
take 113 credit hours for three years.
Table
1. The Summary of the Preschool Education Curriculum
Category of Subject
Courses
Crh
Mathematics
Other mathematics courses
Teaching mathematics in pre-school
10
3
Total
credit
13
11.5%
English Language
Environmental Science
Other English courses
14
Teaching English in pre-school
3
Children Literature
Basic Natural Science
Teaching Environmental s in preschool
Health and safety nutrition
19
19
16.8%
13
11.5%
2
7
3
3
Mother tongue
Social Science
Aesthetics
Education
Practicum
Other mother tongue courses
12
Teaching Environmental s in preschool
Mother tongue Child Literature
3
Basic social studies
Introduction to Civics and Ethics
2
2
2
17
15.4%
4
3.5%
11
9.73%
Preschool art and craft
Preschool music
Child play
Physical Education
Early child development
Preschool management and
improvement
Early child hood education
Inclusive education in preschool
Action research
3
3
3
2
3
3
Teaching material production in
preschool
Assessment and evaluation of preschool
children
Life skill and gender equality for
preschool
Seminar on Action research
3
1
24
21.23%
ICT for preschool
Practicum ,II,III,IV
2
12
12
10.6%
113
100%
3
3
2
2
2
Total
As depicted in the table the courses that the Preschool Teacher Education candidates have taken
are categorized in to seven subject areas-mathematics (11.5%), English language (16.81%),
Environmental science (11.5%), Mother tongue language (15%), Social Studies (3.53%),
Aesthetics (9.73%), Professional (21.23%), and Practicum (10.6%).
According to Hyson(2003), the contents of Preschool Teacher Education curriculum focuses on
four general areas: child development and learning theory; method of teaching and curricular
approaches; knowledge of how children learn, and the general patterns of development; the
20
knowledge of the pedagogy that involves teaching young children literacy, math, social studies,
science, and the arts; interactions among teachers and children and practice.
From the data of the curriculum and the contents forwarded by Hyson, it is safe to say that the
contents of the preschool teacher education are sufficient to prepare preschool teachers.
4.2.2. Teaching and Learning Process
So as to assess the practice of preschool teacher education,
relevant question have been
presented to candidates under
five categories and their responses have been analyzed.
I. The Nature of Content
Table 2: Nature of the Course Contents
Item
Yes
%
No
%
The content is more of theory based
16
80
4
20
The content is more of practice based
15
75
5
25
Balanced use of theory and practice
20
100
The contents are enough to prepare
8
40
12
60
quality preschool teachers
Regarding the nature of the course, the data indicated that there were overlapping responses in
which (80%) of the candidates said it was theory based and still 75% of them responded that it
was practice based, yet all (100%) of them agreed that the contents of the courses were both
theory and practice. Majority of them (60%) responded that contents were not enough to prepare
them . From 9 instructors involved in the interview 5 or (55.5%) of them said that contents were
not enough to prepare candidates.
21
II. The Status of Classroom Instruction
Table 3: Method of Teaching
Items
Yes
%
No
%
Undecided %
Teachers mostly use active
19
95
1
5
4
20
15
75
1
5
20
100
3
15
16
80
1
5
learning method
Teachers mostly use traditional
method
Teachers mostly use both
methods
Teachers mostly use teaching
through play
The data about the nature of method of teaching indicated that majority of candidates 19(95%)
responded that active learning method was mostly used , some 4 (20%) candidates, however
,said that traditional method was mostly used, still all 20 (100%) of them responded that both
methods were mostly used. Concerning teaching through play, the most important element of
preschool teaching method, 16(80%) of the candidates responded that teaching through play was
not used. This response of the candidates was also corroborated by instructors' interview,
accordingly 8(88.8%) of the instructors said that they used active learning methods in their
classrooms mostly and 7(77.7%) of the instructors said that they did not use teaching through
play in their classrooms. From this it is possible to conclude that active learning method was the
dominant method of teaching. But teaching through play was not used.
22
Table 4: Active Learning Methods frequently used in the Classrooms
Group discussion
Question and answer
Role ply
Dramatization
Story telling
Mind map
Jigsaw
Project
Field(KG) visit and report
Cooperative learning
From the interview of instructors the above active learning methods have been used in their
classrooms.
Table 5: The Status of Teaching Aid Usage
Item
Yes
%
No
%
Most of the instructors use
10
50
10
50
teaching aid in their lesson
With respect to the trend of supporting the lesson by teaching aid, the response of students is
equally divided that 10(50%) of the candidates responded that most of the instructors use
teaching aid in their lesson, but the rest 10(50%) said most of the instructors did not use teaching
aid in their lesson. The instructors interview somehow went with the later one that 6(66.66)
instructors replied that they did not use teaching aid for some reasons such as contents are not
suitable, lack of aid, etc. This implies that the trend of supporting the lesson by teaching aid is
low.
23
Table 6: Assessment and Feedback
Item
Is the assessment continuous
Yes
%
No
20
100
-
12
60
8
%
assessment
Do your instructors give you
40
timely feedback
With regarded to the status of continuous assessment, 20(100%) candidates replied that their
instructors used continuous assessment. Similarly, all instructors during the interviews also said
that they used continuous assessments to evaluate their candidates. But regarding the
timely
feedback 12(60%) candidates responded that they were not given timely feedback. This was
supported by 8(57%) of instructors admitted that they would not give timely feedback due to
overlapping duties and burden.
From the interview with instructors the researcher has drawn
the continuous assessment tools summarized in the following table.
Table 7: Mostly used Continuous Assessment Tools
Group
Assignment
Quiz
Observation
Test
Project
Presentation
Exam
Portfolio
Individual assignment
24
Table 8: Interaction between Instructors and Candidates
Item
Yes
%
No
%
Have your teachers
19
95
1
5
16
80
4
20
encouraged you to
participate in classroom?
Do you fear your instructors
to ask question or any
assistance?
The interaction between instructors and candidates is very important because candidates could
learn from their instructors how to treat their students in the future. In light of this 19(95%) of
the candidates replied that their instructors encouraged them to participate in classroom and
16(80%) of them responded that they fear their instructors to ask question or any assistance. The
interview with the instructors substantiated the former response that all instructors stated that
they encouraged their students to participate in the lesson. Nevertheless the candidates' response
and the instructors' interview on the later question went against in that all the instructors reflected
that they had very close or fatherly and brotherly relation with their students. From this it can be
concluded that the interaction between candidates and instructors is not sufficient.
4.2.3. Infrastructure and Learning Environments
As major ingredients for quality education, teaching and learning resources, facilities and
equipment like, multimedia, model school, library and other similar inputs are critical to turn any
academic programs successful. In light of these, both questionnaire and semi structured interview
were conducted and the following data has been drown.
25
Table 9: The Status of Infrastructure and Learning Environments
Item
Yes
%
No
%
Und
%
There are sufficient and relevant
18
90
2
10
classrooms are conducive
14
70
5
25
1
5
There are sufficient instructional
4
20
15
75
1
5
20
100
2
10
books and references in the library
materials(audio, visual, audiovisual)
Model preschool is available in the
college
Are there special materials for child 18
90
learning you have been introduced
to
Concerning the availability of sufficient and relevant books and references in the library
18(90%) of the candidates replied that there were sufficient and relevant books and references in
the library. This was contrasted with the instructors' interview in which all 9(100%) instructors
told the researcher that there were no sufficient and relevant books and references in the library
in fact they reflected that they were producing their notes from the internet and other sources. In
this respect the department head attested that the books and reference material were not relevant.
Regrinding the conduciveness of the classrooms majority 14(70%) of the candidates responded
that classrooms were conducive, but all 9(100%) instructors did not agree that classrooms were
conducive. Regarding the availability of instructional resources 15(75%) of the candidates
responded that there were no sufficient instructional resources (audio, visual, audio-visual)and
this was corroborated by the data from the interview of instructors that 9(100%) instructors
approved the lack of instructional resources. For the question about the availability of model
preschool in the college, 20(100%) of the candidates and all 9(100%) interviewed instructors
agreed that there was none. For the question about the special materials for child learning they
26
have been introduced to ,18(90%) of the candidates replied that they have been introduced, but
instructors during interview reflected that there were no standard model materials. To solve the
problem, they said, they have produced some from locally available materials. The department
head in his general reflection on the classrooms and audio-visual materials, he said that the
classrooms had not been well furnished, and that there has been a progress in purchasing the
necessary materials and standard model materials by the college.
4.2.4. Challenges
Since Preschool Teacher Education is new and everything started from scratch with the available
instructors and resources, a number of challenges have been encountered; the following were
some elicited from the interview with v/dean, instructors and the department head:

Negative perception of candidates on the department.

Burden on instructors that they prepare instructional materials and engage in teaching.

Most materials are not contextualized to preschool.

Lack of training for instructors on preschool pedagogy.

Lack of independent resource center.

Lack of instruments.

Low academic performance of candidates.

Lack of assistance and supervision from Ministry of Education and Regional Education
Bureau.

Absences of Preschool Teacher Educator on the market
27
CHAPTER FIVE
5. Conclusion and Recommendations
This chapter has presented the conclusion and recommendation, based on the collected, analyzed
and interpreted data.
5.1. Conclusion
The major purpose of this study was to describe the practice and challenges of preschool teacher
education at AMCTE. To this end, the study has attempted to explore the national and regional
training policy issues on preschool teacher education at AMCTE . It has also tried to examine the
current status of preschool teacher education in terms of its resources, practices, method of
teaching, assessment and interaction, the major themes through which the study particularly has
set out to address the following research questions:
 What are the practices of the Preschool Education at Arbaminch College of Teacher
Education?

What are the opportunities and challenges faced in training preschool teachers at
Arbaminch College of Teacher Education?
In light of the above research questions, both qualitative and qualitative methods of research
were employed in this study. The participants of the study included one academic dean of the
college and one department head , 20 candidates from the department and 9 instructors from the
professional department. The study also benefited from the review of pertinent policy
documents. Hence, the major results of the study are summarized as follows:
Even though there were no independent staff for the department, those instructors who have
engaged in educating the candidates, consists of individuals with better qualifications with MA
degree in Curriculum and instruction, Educational Psychology, and Educational Leadership, but
they have no special training in the preschool education.
28
Available data indicated that there are specific policy provisions for ECCE as indicated in the
Education and Training Policy 1994, the successive Education Sector Development Programs
ESDP III and IV and National policy frame work on ECCE ,in which the role of government in
Preschool Teacher Education has been mentioned. In practical terms however, the study revealed
that:
a. Accreditation and Supervision
The College has opened the department up on the approval of the Regional Education Bureau
and the curriculum has been endorsed by MoE, apart from this the assistance and supervision
from these authorities has been almost insignificant.
b. Professional Development of Teacher Educators
Teaching profession requires that teachers keep themselves abreast with the developments in
their field. This is only possible if opportunities and facilities are given for these kinds of
program rendered by stakeholders. Nevertheless, the data revealed that instructors have never
trained particularly in preschool pedagogy.
As major ingredients for quality education, teaching and learning resources, facilities like,
multimedia, model school, workshop/pedagogical center, and books, seem to be in short supply.
This, in turn, would affect the quality of education significantly. Furthermore, the data revealed
that the quality and relevance of the available material to the department are less promising. The
absence of model school, show rooms, and audio visual aids was severely complained by the
instructors.
The courses of preschool curriculum encompass eight subject areas with different ratio, from
these the data revealed that 12.1% credit hours are given to methods of teaching different
subjects in preschool and 10.6% credit hours are given to practicum courses, which generally
speaking is enough to prepare candidates.
Regarding the practice of teaching and learning process like method of teaching, assessment and
interaction, the data revealed that the method of teaching was active learning, but teaching and
29
learning through play did not exist; the assessment techniques mostly used were continuous
assessment; the interaction among instructors and candidates was found to be low.
5.2. Recommendations
The effectiveness of education and training of preschool candidates is determined by the extent
that it has been delivered by qualified teacher educators, who are aware of the nature of
preschool pedagogy and interact with candidates. From the data gathered AMCTE has qualified
instructors in their respective field, but they have no training on preschool pedagogy, therefore
they need one.
The quality of pedagogical inputs in teacher education programs are the determinant factors. But,
there is a considerable concern in terms of availability of inputs including model school.
Therefore it requires attention from concerned authorities.
Policy provision on ECCE 2010 clearly stated that ECCE teachers training need to be supervised
and accredited, Professional Development Programs to be provided both by MoE and Regional
Education Bureaus. Nevertheless, the findings of this study indicated that there is a gap between
the policies and current practice at AMCTE , therefore the responsible authorities have to fulfill
their responsibility.
30
Bibliography
AMCTE(2007) Unpublished Information Bulletin.
Barnett, W(2003) : Better Teachers, Better Preschools: Student Achievement Linked to
Teacher Qualifications. NIEER Preschool Policy Matters, Issue 2. Pew Charitable
Trusts, Philadelphia.
Biniyam Gebreyes(2014) Early Childhood Care and Education, Teachers Training Policy,
Practice' and Challenges in Ethiopia: The Case of Kotebe University College.MA thesis
presented to AAU
Bowman T.Barbara and et al(2001) Eager to Learn Educating Our Preschoolers, Washington,
DC:NATIONAL ACADEMY PRESS
Carr Margaret and Linda Mitchell(Ny) Qualified teachers in early childhood centers: do we need
them? Qualified Teachers in ECCE Centers-University of Waikato.pd
Darling-Hammond, Linda. (Ed.). (2000). Studies of excellence in teacher education:
Preparation in a five-year program. Washington, DC: AACTE Publications.
Federal Democratic Republic of Ethiopia, (1994): Education and Training Policy Addis Ababa
ST. George Printing Press
Gay L. R(1992) Educational Research Competencies for Analysis and Application 4th ed. New
York: Macmillan international.
Hyson, Marilou. (Ed.). (2003). preparing early childhood professionals: NAEYC's standards for
programs. Washington, DC: National Association for the Education of Young
Children.
Kamerman Sheila ( 2006) A global history of early childhood education and care, Background
paper prepared for the Education for All Global Monitoring Report Strong
foundations: early childhood care and education
2¶/HDU\ =LQD ______ The Essential Guide to Doing Research. London:SAGE
Publication.
MoE ,(2010) Education Sector Development Program IV (ESDP IV) 2010/2011 ± 2014/2015
2003 EC ± 2007 EC) Addis Ababa Federal Ministry of Education Federal
Democratic Republic of Ethiopia
MoE,MoH,MoA(2010) Strategic Operational Plan and guideline for Early childhood care and
Education(ECCE) in Ethiopia.
31
________, (2005). The Education Sector Development Program (ESPD III) Program
Action.Plan, Addis Ababa: Berhan and Selam Printing Enterprise.
Ray, A. & Bowman, B. (2003). Learning Multi-Cultural Competence: Developing Early
CKLOGKRRG 3UDFWLWLRQHUV¶ (IIHFWLYHQHVV ,Q :RUNLQJ ZLWK CKLOGUHQ )URP
Culturally Diverse Communities, Final Report to the A. L. Mailman Family
Foundation. Center for Race, Class, and Culture in Early Childhood, Erikson
Institute, Chicago, IL cited in Biniyam Gebreyes(2014) Early Childhood Care and
Education, Teachers Training Policy,
Practice' and Challenges in Ethiopia: The
Case of Kotebe University College.MA thesis
presented to AAU
Rossiter Jack (2016) Scaling Up Access to Quality Early Education in Ethiopia: Guidance from
International Experience Policy Paper, available at www.younglives.org.uk.
Sharrow Caitlyn(2012) DEFINING PRESCHOOL QUALITY: THE IMPORTANCE OF
HIGHLY-QUALIFED TEACHERS Education Law and Policy available at
http://www.luc.edu/media/lucedu/law/centers/childlaw/earlyeducation/2012
studentpapers/sharrow.pdf
UNESCO (2007/2008) A Global History of Early Childhood Education and Care, Background
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foundations: early childhood care and education.
------------(2010) Country-Case Studies on Early Childhood Care and Education (ECCE) in
selected sub-Saharan African Countries: Some Key Teacher Issues and Policy
Recommendations A Summary Report.
32
APPENDIX-I
ARBAMINCH UNIVERSITY
SCHOOL OF PEDAGOGY AND BEHAVIORAL SCIENCE
An unstructured interview to College v/ dean and department head
Basic themes in unstructured interview
1. Is there any support and supervision from Ministry of Education or Regional Education
Bureau for Preschool education? what is the degree of it?
2. Are there set standards and strategic documents for the implementation of preschool
Teacher Education?
3. What attempts have so far been made by the College to improve?
-the outdoor and indoor environment
- academic staff professional development in Preschool education
- the material supply to the department
4. Is there any future plan to open a model preschool in the college?
5. What are the major challenges the college encounters to run the Preschool Teacher
Education.
33
APPENDIX-II
ARBAMINCH UNIVERSITY
SCHOOL OF PEDAGOGY AND BEHAVIORAL SCIENCE
A questionnaire to be filled by Students
Dear Participant
The main purpose of this questionnaire is to gather relevant information on Practice and Challenges of
Preschool Teacher Education at Arbaminch College of Teacher Education. The success of this study
will highly depend on the quality of your response and I hope you will give accurate and honest responses
to the items presented. Your response will be kept confidential and used only for this academic purpose.
I would like to express my deepest gratitude and appreciation for your time and sincere cooperation.
PART I. GENERAL INFORMATION
__ 6H[_ SXW ¥ PDUN__ 0DOHBBBBBB )HPDOHBBBBBB
3. Year_________
4. Completed grade (Circle your answer): 10th
12th
34
PART II : Issues Related to Practice and Resources
No
Items
I
Content
More of theory based
Yes
More of practice based
Balanced use of theory and practice
Child development
Child care and interaction
The contents are enough to prepare quality
preschool teachers
II
III
IV
V
Method of Teaching
Mostly active learning method
Mostly traditional method
Mostly both
Teaching through play
Most of the instructors use teaching aid in their
lesson
Are the methods of teaching and learning relevant for
preparing you for teaching children
Assessment and feedback
Continuous assessment
Timely feedback
Your Interaction with your students is positive
Have your teachers encouraged you to participate in
classroom?
Do you fear your instructors to ask question or any
assistance?
Infrastructure and Environment
there are sufficient and relevant books and
references in the library
classrooms are conducive
there are sufficient instructional
materials(audio, visual, audio-visual)
model preschool is available in the college
Are there special materials for child learning you
have been introduced to
35
No
undecided
APPENDEX _III
ARBAMINCH UNIVERSITY
SCHOOL OF PEDAGOGY AND BEHAVIORAL SCIENCE
Semi-structured interview designed for Instructors
The main purpose of this interview is to gather relevant information Practice
on
and Challenges of
Preschool Teacher Education at Arbaminch College of Teacher Education. The success of this study will
highly depend on the quality of your response and I hope you will give accurate and honest responses.
Basic themes in semi-structured interview
1. Infrastructure and learning materials:
Are there relevant and sufficient books and reference for preschool in the library?
Are the classrooms conducive?
Are there sufficient instructional materials (audio, visual, audio-visual)
2. Professional Development Program for ECCE instructors
Have you trained in preschool education?
Do you think you need training?
3. Teaching and learning process and assessment technique
Are the contents enough to prepare preschool teacher?
Have you used play method in your lesson?
Do you use
Active Learning method in your classroom most of the time?
Are your assessments continuous ?
4. Challenges in the department
What are the challenges you have encountered in teaching Preschool Candidates?
36