Effectiveness of Primary School English Language Teacher Preparation Courses at Nekemte Teachers’ Education College
DOI:
https://doi.org/10.20372/star.v10i1.05Keywords:
Effectiveness, Major course, Teacher preparation, Teacher CandidatesAbstract
Preservice English language instructors should take courses that improve their subject knowledge, language skills, and teaching abilities. Despite graduate English language instructors' weak topic knowledge, language competency, and teaching skills, Nekemte Teacher Education College has offered teacher preparation courses. This study examined preservice primary school English language teacher training courses' efficacy. Evaluative qualitative case studies were used. The study included semi-structured interviews and document analysis. Five English language teacher educators, two college administrative body teachers, and 10 teacher candidates were selected using purposive sampling. Major area and English practicum course texts affecting teacher preparation were reviewed. Data were thematically analyzed for each study question. The program's major courses for preservice English language instructors were too sparsely spread to acquire topic knowledge, language competency, and teaching abilities. All main courses lacked a policy to encourage and track teacher candidates' course work. The candidates' practicum course was unproductive since non-English subject teacher educators developed and taught it in the local language. The English language department should modify topic course ratios, add course policies, and plan and teach English practicum courses for preservice teachers.
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