scholarly journals Reputation of Addis Ababa University in the Eyes of Students: A College-Level Perspective from Teacher Preparation Programs

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Amanuel Gebru Woldearegay
Keyword(s):  
Addis Ababa ◽  
Evidence Base ◽  
Teacher Preparation Programs ◽  
Emotional Engagement ◽  
College Level ◽  
Preparation Programs ◽  
University Reputation ◽  
Addis Ababa University ◽  
Using Data

The evidence base continues to confirm the leveraging effect of reputation in higher education as an important strategic resource influencing a university’s visibility, attractiveness, credibility, impact, and competitive position nationally and internationally. From their expressed interest in their relative national and continental rankings, Ethiopian universities seem to have started sensing the relevance of their reputational position. In this article, we report a mixed methods study of the reputation of Addis Ababa University using data from a random sample (N = 153) of teacher training students of science, social science, and humanities and languages backgrounds under the College of Education and Behavioural Sciences (CEBS). A piloted and validated university reputation scale with open-ended items was used to illicit student opinion. In addition to descriptive statistics, inferential designs that involved correlation and ANOVA procedures were employed. Ratings for global reputation, quality of academic programs, quality of external performance, and emotional engagement are reported. Limitations and directions for further research are indicated.

scholarly journals Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts

2008 ◽  
Vol 4 (2) ◽  
pp. 53-58
Author(s):  
Alison Elliott
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Professional Growth ◽  
Charles Darwin ◽  
Teaching Quality ◽  
Teacher Preparation Programs ◽  
College Level ◽  
Preparation Programs ◽  
The University

While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. As elsewhere, the goal of accreditation is to enhance the overall quality of teacher preparation programs and to meet jurisdictional requirements for initial teacher competence.Any new system of quality control takes time to develop and to embed into professional cultures and academic processes at the university or college level. Accreditation processes are no exception and Australia is grappling to develop procedures that meet jurisdictional legislative requirements, assure the public of the quality of teacher preparation and suit the professional context for each state. As yet these procedures have not focused on professional growth, accomplished or expert teaching, or quality within specific areas of preparation. While all agree that the ultimate goal of accreditation is quality assurance- to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia.This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Preparing Teachers in the Age of Equity and Inclusion

2017 ◽  
pp. 1532-1554
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Problem Based Learning and Personnel Preparation in Adapted Physical Education

1990 ◽  
Vol 7 (3) ◽  
pp. 205-218
Author(s):  
Patricia I. Hogan
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Adapted Physical Education ◽  
Teacher Preparation Programs ◽  
Personnel Preparation ◽  
Schools Of Education ◽  
Preparation Programs

A prominent theme of educational reform involves focusing on developing students’ thinking abilities. This theme is germane to improving the quality of teacher preparation programs in all subject areas including adapted physical education (APE). Perhaps schools of education in general and APE teacher preparation programs in particular can learn from some progressive and prominent medical schools regarding the development of curricula, programs, and experiences to improve quality of personnel. These medical schools have introduced a conceptually significant innovation—the problem-based learning (PBL) curriculum. It is the purpose of this article to introduce the concept of PBL as a potential model for graduate level personnel preparation in APE.

Traditional Teacher Evaluation Models

2016 ◽  
pp. 1620-1640
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Teaching as a Women's Occupation: A Feminist Critique

1978 ◽  
Vol 160 (4) ◽  
pp. 50-63 ◽  
Author(s):  
Barbara S. Mitrano
Keyword(s):  
Teacher Preparation ◽  
Undergraduate Education ◽  
Women Teachers ◽  
Teacher Preparation Programs ◽  
Institutional Constraints ◽  
Feminist Critique ◽  
Preparation Programs ◽  
Role Conflicts ◽  
Moral Quality

This article analyzes teaching as a women's occupation. It begins with undergraduate teacher-preparation programs and the ways in which women are influenced to view teaching as a desirable occupation for them while it is held to be not so desirable for men. It then examines those features of the occupation that have been criticized as helping to keep teaching from becoming a true “profession.” These include: a) ease of entry into preparation programs, b) the quality of these programs, c) the comparison of these preparation programs with those of law and medicine, through the concept of the “ordeal,” d) the ways in which undergraduate education in general perpetuates sexism, e) teaching as an unstaged, mobility-blocked occupation, f) role conflicts that women teachers experience, g) the moral quality attached to teaching, and h) the psychic rewards of teaching. For each of these issues, an analysis is made which demonstrates that these institutional constraints help perpetuate sexism in the occupation, while at the same time the constraints themselves are seen as caused by the women who are their victims.

scholarly journals Assessment of EFL Pre-service Teachers’ Teaching Performance: Analysis of Classroom Videos Using the Danielson Framework for Teaching Evaluation Instrument

2020 ◽  
Vol 8 (4) ◽  
pp. p39
Author(s):  
Thooptong Kwangsawad
Keyword(s):  
Classroom Environment ◽  
Teaching Evaluation ◽  
Teacher Preparation Programs ◽  
Teaching Performance ◽  
Evaluation Instrument ◽  
Preparation Programs ◽  
Danielson Framework ◽  
Framework For Teaching ◽  
Four Levels

This study reports the results of the assessment of 84 EFL pre-service teachers’ teaching performance who completed a year-long practicum. The participants were videotaped during teaching for a total of ten times. All teaching videos were rated with the Danielson framework for teaching evaluation instrument, 2013 edition which consists of four domains and 22 components with four levels of performance for each component which includes unsatisfactory, basic, proficient, and distinguished. Three domains (planning and preparation, classroom environment, and instruction) including 16 components were used in this study. Analyzing data through a quantitative method found that the highest percentage of all teachers were rated basic, the lowest percentage of all teachers were rated distinguished. Interpretations of findings focus on unsatisfactory level are discussed in order to enhance the quality of teacher preparation programs.

Preparing Teachers in the Age of Equity and Inclusion

2016 ◽  
pp. 229-251 ◽  
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
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