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Durham University

School of Education

Research Projects

Publication details

Alemu, M., Alemu, M., Kind, V., Tadesse, M., Michael, K. Kind, P. & Rajab, T. (2019). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education

Author(s) from Durham

Abstract

This investigation of physics teacher education in Ethiopia reveals
asigni
fi
cant gap between the physics knowledge of pre-service
teachers (PSTs) attained during training and that of the intended
curriculum setting out expectations for their knowledge. Data were
obtained by a test probing PSTs

physics knowledge (attained curri-
culum); analysis of teacher education curriculum documents
(intended); and video-recording, observation and analysis of lectures
delivered to pre-service teachers at four Colleges of Teacher
Education (implemented). These illustrate that implementation
focuses on high-level, abstract knowledge delivered mainly via math-
ematical approaches, o
ff
ering limited opportunities for learning basic
concepts by debate. An outcome of current practice is that physics
teachers lack the necessary subject knowledge to teach e
ff
ectively,
leading successive generations of Ethiopian students to under-
achieve. The paper argues for change to enable Ethiopia to achieve
its aim of raising educational achievement and societal productivity
to become a low-middle income nation by 2025.

School of Education