This study investigated how teacher educators utilize feedback to enhance reflective practices among pre-service teachers during microteaching sessions. Conducted at a government-run teacher education college in Ethiopia, this research adopted a case study approach, employing semi-structured interviews, Focus Group Discussions (FGD), and…

In teacher education, enhancing pre-service teachers' higher-order thinking skills (HOTs) is very crucial. The effect of comprehensive professional development in assessment for learning (AfL) on pre-service teachers' HOTs in an algebra course was investigated using a nonequivalent group quasi-experimental design. A total of 129 pre-service…

This paper reports the findings of a small-scale study that assessed the extent to which teacher educators' academic advice provision to prospective teachers has been practiced. A questionnaire survey for 311 prospective teachers and an interview with 10 teacher educators and an Ex-Vice Dean at a College of Teacher Education in Ethiopia was…

It is obviously known that young children learn best through play-based, community-based and project-based approaches to learning. Play is an every thing for children through which they experience the world. A child playing is practicing minds-on, hearts-on and hands-on activities. This study was aimed at the exploration of play-based instruction…

This paper is aimed to explore preschool teacher preparation in Hawassa College of Teacher Education in light of the student-teaching experiences. Teaching practicum experience is one of the major opportunities for prospective teachers to advance their understanding about the profession. Colleges of Teacher Education in Ethiopia have generally…

Because teachers' instructional practices are fundamental to the development of scientific reasoning ability, it is important that teachers become proficient in scientific reasoning. With such a premise, the study examined the scientific reasoning ability of teacher educators, schoolteachers, and prospective teachers in a province in Ethiopia. The…

This study examined the link between teacher educators' views and practices by employing a mixed-methods design. Korthagen's broad categorization of teachers' learning as realistic and application of theory approaches are used as a framework for the study. Realistic approach focuses on organizing learning experiences for student teachers to…

The purpose of this case study was to determine the functions of pre-service teachers' talk and to explore how the teacher educator supports the development of conceptual understanding in a dialogic classroom setting. The participants in the study were a physics teacher educator who employed dialogic teaching to teach mechanics and 52 third-year…

The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers' self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A…

The major objective of this study was to examine the effect of Ethiopian pre-service primary school teacher education program to mathematics teacher's knowledge and assess teacher educator's awareness about Mathematics Knowledge for Teaching. The study employed quantitative and qualitative research approaches. It also used survey and narration…

Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment…

The study investigated the effects of a technology-integrated guided inquiry-based approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach. A non-equivalent pretest-posttest control group quasi-experimental design was used. A…

Ethiopian public universities are expected to employ experiential approaches to learning in pre-service secondary school teacher education. Accordingly, this study was carried out in three public universities to investigate participants' perception toward instructors' role in facilitating trainees' experiential learning. Parallel mixed methods…

The current teacher education program in Ethiopia has taken a relatively new modality known as PGDT (Postgraduate Diploma in Teaching) program, in which candidates are admitted after obtaining a first degree in one of school subjects and expected to acquire professional knowledge (i.e., Pedagogical Knowledge (PK), Pedagogical Content Knowledge…

This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are…