Impediments to educative practicum: the case of teacher preparation in Ethiopia

The study is a phenomenological case study into the lived experience of teacher candidates and associate teachers in Ethiopia. The aim of the study was to gain a phenomenological sensitivity to the lived experience of the participants and through that to identify key structural and conceptual impedi...

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Bibliographic Details
Published in:Research in Post-Compulsory Education 2011-09, Vol.16 (3), p.333-355
Main Author: Hussein, Jeylan Wolyie
Format: Article
Language:English
Subjects:
associate teachers
Beginning teachers
Candidates
Case Studies
Ethiopia
Focus Groups
Foreign Countries
mentoring
Mentors
Phenomenology
practicum
Practicums
Preservice Teacher Education
Professional Development
Structured Interviews
teacher candidates
Teacher Education
Teacher Education System Overhaul (TESO)
Theory Practice Relationship
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Summary:The study is a phenomenological case study into the lived experience of teacher candidates and associate teachers in Ethiopia. The aim of the study was to gain a phenomenological sensitivity to the lived experience of the participants and through that to identify key structural and conceptual impediments to meaningful professional learning. The study presents analysis of how the problems framed as 'structural and conceptual impediments' have jeopardised the emotional and professional well-being of the participants. The implication of the findings for teacher education institutions that use practicum as a strategy to prepare teachers was drawn. This, in a nutshell, is the view that shared responsibility for teacher candidates' learning is impossible without shared understanding, values and directions.
ISSN:1359-6748
1747-5112
DOI:10.1080/13596748.2011.602244