埃塞俄比亚学前教师教育质量及其对优质学习成果的影响

A. Abraha, B. Sisay
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引用次数: 0

摘要

本研究从三个基本组成部分考察了埃塞俄比亚学前教师教育的质量:课程相关性、教师教育工作者的概况以及候选人的选择和招聘。本研究采用以能力本位教师发展理论为指导的个案研究设计,通过文献分析(课程与招聘指南)和对5位专业人士的访谈收集数据。研究发现,幼儿教师教育课程存在四个主要方面的一致性差距:(a)幼儿教师教育课程侧重于学科领域的内容,而不是儿童的整体发展;(b)幼儿教师教育课程忽视了运动技能和社会情感发展类别;(c)幼儿教师教育和幼儿阶段的教学语言不同(分别为英语和母语)。此外,在42门课程中,有36门课程是由其他院系邀请的专业人士提供的,但他们缺乏适当的专业定位和经验,无法为项目录取的能力较差的候选人做好准备。因此,政策干预以适当修改课程、工作人员简介和实习内容,并进一步研究毕业生和相关利益攸关方的意见,被确定为进一步努力的领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes
This study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors.
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