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Issue Information Issue Informationpp. i - vi Abstract Keywords: |
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Original Articles When eagles are allowed to fly – a global and contextual perspective on teacher education in EthiopiaLars Dahlström pp. 6 - 19 Abstract The present reconfiguration of education by neo-liberal forces worldwide is taken as a basis for this essay. Drawing on examples of how this reconfiguration operates on national arenas through decisive and dishonest discourses of commoditisation and privatisation, management and efficiency, education for all and student-centred education, the essay looks at the Ethiopian case and how neo-liberalism operates on that arena and how a counter-hegemonic agenda was implanted through a master course for teacher educators following a different and critical practitioner inquiry approach modelling emancipation and social justice within teacher education and society at large. Keywords: |
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Clinging to the managerial approach in implementing teacher education ‘reform’ tasks in ethiopia
Kedir Assefa Tessema pp. 20 - 42 Abstract In this paper, the author argues that the pre-service secondary teacher education ‘paradigm shift’ or ‘system overhaul’ that has been implemented during the 2003- 2005 time period in Ethiopia reflects the pursuit of pathways which the author refers to as a managerial approach. Grounded mainly on personal narratives of a key self- narrator and views of other faculty reform performers, the author brings to surface the ideology upheld by central reform planners and administrators. The author identifies four reform tasks to demonstrate the consistency in the paths pursued to effect policies of central priorities. These reform tasks which mainly concern changes in curriculum and instruction were planned and have been effected in managerial spaces and tools. The author further argues that, in effect, if not in intent, the managerial approach has had a sidelining effect because the larger practitioners, professional associations, communities, student teachers, and private popular media have been given little or no opportunities for participation. According to the author, the approach has also reduced pedagogical concerns and values to an adjunct or secondary position. Keywords: managerial approach, reform, teacher education, practicum |
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A plea for a mentoring framework that promotes dialogic professional learning in the ELT teacher education context
Jeylan Wolyie Hussein pp. 42 - 64 Abstract The paper emerged out of my own and my colleagues’ growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the argument that student teacher evaluation systems should be restructured to represent the voices and experiences of the student teachers. Towards this end, I proposed a mentoring framework that potentially encourages student teachers to become critical practitioners. The model I propose emphasizes the professional agency of the student teacher. The paper holds the position that to transform their views of teaching and learning, student teachers as well as their trainers should be empowered to seek justice and emancipation from the traditional model of evaluation. Finally, it attempts to leave readers with the impression that if we prefer our zone of comfort at the expense of our student teachers’ growth, we must know that we are jeopardizing the fate of teacher education. Keywords: |
International Association of Educators.