Context Situation of Pre-service Preprimary Teacher Education in Selected Colleges in Ethiopia: -Input-Process-Outcome Approach
Bibliographic record
Abstract
Pre-primary teacher education institutions are mandated to advancing professional competencies among personnel working with young children. The objective of this research was to examine the situation of the existing pre-primary teacher preparation programs of the colleges in Ethiopia including their contributions and impacts on the trainees. Guided by the mixed research design (qualitative and quantitative approaches), data were collected using questionnaire, interview and FGD concurrently. Data sources consisted of a total of 10 trainers, 3 department heads, and 66 trainees from three purposefully selected teacher education colleges in Ethiopia. Results have indicated that both the design and delivery of the current pre-primary teacher education had serious gaps and would not promise producing competent graduates as evidenced by students’ knowledge, attitude, and self-efficacy. Six major recommendations have been given to reverse course including, among others, the need to work towards the professionalization of the field of preschool education at all levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".