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1. Bahir Dar University
College of Science
Chemistry Department
Chemistry Teaching and
Teacher Education (ChEd.
772)
Presentation on:
Conceptions of Teacher Education and
Chemistry Teaching at National and
International levels
Oct., 2021
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Chem. Teaching and
Teacher Education
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2. Presentation
Outlines
Introduction
Teacher Education in National
level
Teacher Education Internationally
Teaching Chemistry Nationally
and
Teaching Chemistry
Internationally
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3. Introduction
Teacher education refers to the policies, procedures, and
provision designed to equip teachers with
 knowledge ,attitudes , behaviors & skills.
Those require to teachers to perform their tasks
effectively in the classroom, schools, and wider
community.
Three key pillars that support quality education: (Ahmad,
2013)
access to quality teachers
use of quality learning tools and
the establishment of safe & supportive quality learning
environments.
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4. Intro…cont’d
 To improve educational system, the most important factor to be kept
in mind is
 improving the quality of teachers along with the standard of
teaching.
Improving the quality of teachers is necessary because
a person who would educate others must be educated first
substantial & valuable education can only find from qualified
teachers &
Only substantial & valuable education can lead the students
towards resourceful citizen (Paul Mupa, 2015).
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5. Intro…cont’d
The quality of teachers is mostly related to the training
approach in teacher education (Birhanu, 2016).
Trainees should be equipped with academic discipline &
pedagogical technique in their training.
Beyond the academic discipline & pedagogical
technique, trainees should be equipped with theoretical
disciplines like philosophy, sociology & psychology.
philosophical basis: provides ancient & modern
educational philosophical thoughts of philosophical
thinkers to the trainees and
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6. Intro…cont’d
Sociological basis:
helps the trainees to understand the role of the
society and its dynamics in the educational system.
Psychological basis:
helps the trainees to develop insights into the
psychological well-being of the students.
These enables teachers to understand the learning
situations.
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7. History of Teacher Education in
Ethiopia (1900 -1990)
 Teacher education in Ethiopia from 1900 to the present
consists of different phases of religious, social & political
reorganization.
Ethiopia has long and rich tradition of indigenous
education over 1ooo years,
 it was associated with the Coptic Church education
(Pankhurst 1974).
The traditional Church education was divided into three
phases that seem parallel to the Western-oriented
education system.
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8. Hist… cont’d
Modern education was introduced in Ethiopia under the
rule of the Emperor Menelik II in (1889-1913) 1908
(Alemayehu, 2012)
Church leaders was opposed introduction of modern
education
It was based on fears that foreigner may corrupt church's
tradition.
During Emperor Haile Selassie (1930 –1974) a significant
development was registered in the education sector.
The development was in educational structure, teacher
training, educational management etc (Kassaye, 2005).
 Amharic became the medium of instruction & focused on
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9. Hist…cont’d
 The focus shifted towards giving priority to
education &
many schools and higher learning institutions were
established.
The aim was to produce qualified teachers &
administrators capable of running the state
machinery.
Reforms & policies were introduced to improve
the quality of teacher education.
 The first primary teacher training program was
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10. Present State of Teacher Education in
Ethiopia
Ethiopia’s government adopted an Education &
Training Policy in 1994.
aimed to achieve four educational goals: quality, access,
relevance & equity.
To achieve these goals
qualified teachers was trained parallel with the
education system
new teachers training colleges was established &
existing ones was upgraded
 methodological approaches of teachers was improved
and
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11. Teacher educ…cont’d
Education & Training Policy (1994) helped to chart
out the Education Sector Development Programs
(ESDPs).
 ESDPs was aimed to meet the educational goals by
 improving education both qualitatively &
quantitatively
providing adequate numbers of qualified teachers
to meet the demands of educational institutions.
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12. Policies and Reforms of Teacher
education in Ethiopia
Teacher education should undergo reform to be align
with the new global environments (Sahlberg, 2004).
 Teacher education should trained teachers to teach
in the context of educational globalization.
Through educational globalization (Misra 2010)
 the total education system of the world become under
one roof
unification of teaching curriculum, methodology, and
upgrading of knowledge & systems became simple
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13. Policy & reform… contd
Ethiopia’s teacher education was made structural &
curricular change in all teacher education activities
(Tessema, 2006) like
duration reduction of teacher education from
12+4 years to 12+3.
 duration reduction of teacher education from
12+2 to 10+3 years
The structural & curricular change, results new
policy reform.
Some of the policies & reforms made were
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14. Education and Training Policy (1994)
The policy statement refers to the employment of learner-
centered, active learning, & problem-solving approaches
(Serbessa, 2006).
Highlights the policy regarding teacher’s training &
recruitment (MOE, 1994)
Those polices were
teacher trainees should have the proper knowledge,
skill, ability, professional interest and physical &
mental readiness.
Teachers should required to have the necessary
teaching qualification and competency in the media of
instruction.
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15. Education &Training policy…cont’d
The Education and Training Policy (1994) has a basic
objective to, (FDRGE, 1994).
develop the physical & mental potential
enhance problem-solving capacity of individuals and
expanding education by providing basic education for
all
In view of this, MOE develop a new gender & diversity
sensitive selection criteria for (MOE, 2013).
primary school teachers and
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16. Training policy… cont’d
According to the new selection guidelines (MOE, 2013)
primary level teachers were trained for all integrated
school curriculum
(1-4) cluster, (5-6) integrated and for (7-8) linear
subjects being taught.
Secondary school teachers were given training for
three years & one year
professional & practical training Post Graduate Diploma
in Teaching (PGDT).
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17. Training policy… cont’d
The Education & Training Policy also aimed to improve
the structure of education in relation to
educational interventions
method and language of instructions at different
levels
recruitment, training, methodology, & career
development of teachers.
Though impressive achievements in quantity of
graduate were observed, their competence however
remains questionable (MOE 2004).
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18. Teacher education system overhaul
(TESO)
 TESO was introduced due to multiple drawbacks of old
educational system (MOE, 2003).
Some of drawbacks were;
Absence of a link between teacher educator and schools.
Educators didn’t know the school situation.
 The recruitment of teacher educators for secondary
education was not based on interest
The training was not school and community based
Lack of commitment and interest of educators to the
teaching profession
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19. TESO…cont’d
The teaching-learning process was teacher-centered
and undemocratic
Reflective teaching was totally absent
Teacher education colleges were not well organized
to meet objectives
 Action research was given little or no attention at all
levels of teacher education
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20. TESO…cont’d
TESO was designed to pre-service training time significantly
focus on observing teachers, class, and school
environment related to their field of study.
Its intention was to integrate campus experience with the
school based practice in meaning full way.
Focuses on five programs on a priority basis with emphasis
on the recruitment, training, student-centered learning,
practice oriented training & self-preparedness for the
teaching profession.
Though, TESO was implemented with great hope, the desired
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21. Teacher development program (TDP)
Implemented at all levels of the education
system
i.e general education, Colleges of Teacher Educations
(CTEs) & in universities.
Aimed to improve the system of teacher education
methodology like
knowledge, attitudes & skills of those with in teacher
education system.
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22. Teacher Professional Development in
Ethiopia
 Refers to overall development of the profession of an
individual teacher. (Glatthorn, 1995)
planned and systematic way to improve & develop
teachers profession.
cultivate teachers knowledge of practice.
enhances pedagogical skills needed at different
levels.
Use to implement the current technology in their
teaching.
Conducted at all levels across primary teacher
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23. Teacher professional development… cont’d
The various teacher professional development programs
introduced by Ethiopian government includes:
Induction
 CPD & HDP
 English Language Improvement Program and
 Pedagogical Resource Centers (PRCs)
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24. Paradigm shift in Ethiopia Teacher
Education
 In Ethiopia, number of Paradigm shifts were made on
teacher education
Menilik – II and Haileselase – I Period (1889-1972)
A teacher training system was started in late 1940s
Best performers of grade VIII students were recruited & trained
for 1 year
Best performers of Grade-X students were recruited & trained for
2 years.
Latter the government sensed dissatisfaction on the
education system, and initiated a study called the
Education Sector Review (ESR) in 1971
It was suggested that the rural population be made the
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25. Paradigm shift…Cont’d
Derge Era (1974-1991)
 Derge continued the training of teachers for three levels,
 elementary (Grade I-VI)
junior secondary (Grade VII-VIII) and
secondary (Grade IX-XII)
In 1982, Derge argued that the education policy favoring
some regions & urban areas (Negash)
The government launched a reform study in 1983.
New curricula that reflected the new policy were
developed (Engida, 2002).
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26. The New Ethiopia Education System
Ethiopian education system undergo content and
structural reform in 1994.
The change in structure & content of school curricula
lead to
A change in training style (4 training levels)
upgrading of teacher education from a mere subject area
to professional courses.
Introduction of ICT, action research and civic & ethical
education and
Introduction of digital television instructional delivery
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27. The New Ethiopia Education System…cont’d
All mentioned new Ethiopian education programs are
based on
nature and scope of active learning
student centered, and
problem solving approaches associated with
constructivism.
Hence there was paradigm shift from
traditional teacher-centered approaches of the past to
student-centered (active learning) approach.
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28. Challenges of Teacher Education in
Ethiopia
Some major challenges that hinder
implementation of policy reform of 1994 (Mesfin
I. 2020) were
Insufficient resource specially in science laboratory
(equipment and chemicals).
Misinterpretation of CPD and HDP
Inadequate capacity of experts for professional
development
Assigning system of leadership and management of
educational institutions.
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29. Teacher Education in
International level
Most developed country have nearly similar teacher
education experiences (Didaktika R. 2018). Among
similarities
Teacher selection, recruitment, certification and Quality
control
Learning tools and resources, Facilities, Technology,
Structure and time schedule and etc
Japan is top ranked developed country in its educational
system
Most of the time Japan is ranked second next to Finland.
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30. Teacher Education in Japan
Administration and finance of School Education
Public elementary & junior high schools are established by a
city, town or village but
School principals & teachers are employed by the
prefectural boards of education.
Public high schools are established & governed by the
prefectural boards of education.
Majority of Japan schools are public (97%), few private
(3%).
 The government only cover 1/3 of school costs for public
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31. Teacher Certification
 There were Open-system and accreditation
system certification.
The Educational Personnel Certification Law publicized
in 1949
allowed anyone who had earned the required
academic degree and
earned the required credits to be certified as a
teacher, regardless of their university or field of
study.
called an “open system” of teacher training.
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32. Teacher Certification… Cont’d
In 1953, an accreditation system for teacher
education programs was introduced in order to
improve the quality of new teachers.
Teacher candidates had to earn the credits in
professional & academic subjects at institutions
accredited by the Educational Personnel Training
Council.
 which operated under the view of the Ministry of
Education.
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33. Present Qualifications and Teaching
Certification
Teacher certification rule was revised at 2015.
Advanced certification was started
To each level school teacher (elementary, junior high
school, high school, and KG school) teachers can
certified in
Advanced certificate (masters degree)
Class 1 certificate (bachelors degree)
Class 2 certificate (associate degree)
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34. Teacher certification…cont’d
Applicants for future elementary school teachers must
earn more of pedagogical course (41) & some subject
matter courses (8).
Applicants for junior high school teachers have to
earn at least 20 credits of junior high school subject
matters and 31 credits of teaching courses
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35. Teacher Recruitment and Staff
Development
Teacher Recruitment
Candidates apply for teacher employment & recruited
with two stage
written test covering areas of teaching, such as
pedagogy and educational laws,
a written test covering general education and an
aptitude test.
second examination includes a micro-teaching, a
practical examination, interviews and a written test.
Registered on the list of these scheduled for
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36. Staff Development
Japan’s school teachers are legally obligated to
engage in CPD.
In any school all teachers must conduct annual
research in group.
the research finding present in a public meeting
Ranked research published and distributed to
each school
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37. Chemistry Teaching
 Internationally almost in all developed countries like
America, China, India, Japan etc.
 chemistry teaching is conducting through innovative
and active learning method (Reid N. 2007)
 Innovative learning strategies could be used by teachers
at all levels of chemistry education to enhance the
students’ motivation to learn chemistry.
 Some dominant chemistry teaching method in Japan are
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38. Laboratory teaching method
It follows the principle of learning by doing
wonderful opportunity for making the connection
between the unseen microscopic world and the
observable macroscopic world in which we live.
Teacher must see that, students are allowed to work
independently without much interference.
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39. Inquiry-Based teaching
Constructivist approach, which students have ownership
of their learning
It involves asking questions, gathering and analyzing
information, generating solutions, making decisions,
justifying conclusions and taking action
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40. Problem-Solving Teaching strategy
It help students to realize that the knowledge they
have already gained can be applied to a new
situations
The result of the problems-solving are shared among
all students
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41. Teaching chemistry using ICT
Cognitive psychologists assume that the understanding of
chemistry includes the ability to think on three levels:
the macroscopic level,
the symbolic level and
the level of particles.
Students have difficulties in understanding the sub
microscopic (particles) level.
In these cases the interactive multimedia can be used as an
effective tool.
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42. Teaching Chemistry in Ethiopia
Even if the policy reform (1994) clearly declared the paradigm
shift from teacher-centered to student-centered (active
learning) method, its implementation has been still in problem
due to the following (Ejigu O. 2017)
Unproportionally of student- teacher and student- class
ratio
Resistance of teachers & students to student-centered
teaching method
Time allotment to science subjects
lack of institutional support and learning resources
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43. Teaching Chemistry in Ethiopia…contd
Due to the above obstacle mostly teaching chemistry in
Ethiopia conducted through teacher-centered teaching
method.
Common chemistry teaching methods in Ethiopia are
Lecturing (teacher talking) method
Group discussion teaching method
Demonstration teaching method
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44. Lecture Teaching Method
Teacher controlled & information centered approach in
which teacher works as a role resource in classroom
instruction.
Chemistry and other decline are conducted through this
method
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45. Group Discussion Teaching Method
Collaborative exchange of ideas among a teacher and
students or among students for the purpose of
furthering students thinking & learning
problem solving and
Understanding the lesson.
practice of implementation of student-centered teaching
was not fruitful
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46. • .
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