Shaping Ethiopia’s Preschool Educators: A Study on Pedagogical Competence Growth

The study evaluates how Ethiopian preschool teacher training programs develop pedagogical competence through classroom methods, practical experiences, and feedback. While progress is evident, challenges like limited resources, language barriers, and uneven support hinder effectiveness.

A recent qualitative study by Adane Hailu Herut of Dilla University and Motladi Angeline Setlhako from the University of South Africa presents a rich, contextual evaluation of how pre-service preschool teachers in Ethiopia acquire pedagogical competence. Conducted across six teacher training colleges located in diverse Ethiopian regions Robe, Hawassa, Debre Berhan, Sebeta, Hossana, and Dilla. The study focuses on the intricate ways in which instructional strategies, field experiences, extracurricular activities, and feedback mechanisms come together to shape the professional journey of early childhood educators. Drawing on 18 voices from teacher candidates, instructors, department heads, and education officials, the research uncovers a compelling blend of progress, challenges, and possibilities within Ethiopia’s teacher preparation system.

From Lectures to Interaction: The Evolving Classroom

Across the participating colleges, the study observed a mix of instructional approaches, ranging from traditional lectures to more interactive and student-centered techniques. In some colleges, instructors encouraged engagement by moving through the classroom, prompting student discussions, and building lessons from learners’ responses. At College D, for example, faculty members actively explored students’ pre-existing ideas before introducing new content—creating a more discursive environment. College F emphasized collaborative, knowledge-building tasks where students were encouraged to problem-solve in groups. However, interviews with teacher candidates revealed that the dominant mode of instruction remains largely lecture-based, with practical, hands-on workshops and seminars playing a secondary role. Many students expressed a desire for more robust and consistent exposure to real classroom situations and felt that limited practicum time hinders their ability to fully develop as teachers.

Learning by Doing: Bridging Theory and Practice

A strong preference for experiential and collaborative learning emerged as a common theme among teacher candidates. Whether through field visits, simulations, or cooperative group work, students from across institutions emphasized the importance of connecting theoretical concepts with real-world experiences. College A’s regular workshops and community outreach programs were praised for allowing students to test their knowledge in authentic contexts. At College D, placements in local preschools provided opportunities to observe classroom management and curriculum implementation firsthand. These practical exposures, complemented by team-based assignments and discussions, were described as instrumental in refining critical thinking and communication skills. However, not all colleges were equally equipped to offer consistent, high-quality field experiences. Financial constraints and limited preschool partnerships often restricted the frequency and depth of practical learning, leaving some candidates underprepared for the professional challenges ahead.

Beyond the Classroom: The Role of Extracurricular Growth

The study found that extracurricular activities play a valuable but uneven role in the development of pedagogical skills. Some teacher candidates demonstrated initiative by reading academic literature, joining education-focused clubs, and participating in external workshops. Others attended tutorials organized by motivated instructors who led discussions and skills-building sessions outside the standard curriculum. For example, a student from College E described a personal commitment to lifelong learning, actively seeking professional development opportunities online and offline. On the other hand, certain institutions lacked structured programs or failed to encourage students to explore such avenues. The result is a divide in how well-prepared students feel upon graduation—one that often depends not on ability, but on the level of institutional support and opportunity.

Testing What Matters: Assessment and Feedback in Focus

Assessment practices across the colleges reflected a mix of written exams, group projects, teaching portfolios, and classroom observations. Some institutions emphasized formative assessment providing regular feedback through individual consultations, mentor observations, and peer discussions while others relied heavily on traditional written tests. Candidates noted that although occasional group assignments allowed for creativity and reflection, the primary method of evaluation still centered on exams. This imbalance often left students feeling that their practical competencies were not being fully acknowledged. At the same time, the quality and consistency of feedback varied. Colleges that implemented structured peer feedback, reflective journals, and instructor mentorship were praised for helping students understand their strengths and areas for growth. However, the lack of a systematic, feedback-driven culture in some colleges limited students’ opportunities for meaningful professional improvement.

Barriers to Progress: Language, Resources, and Equity

Despite evident strides in expanding preschool teacher education, the study identifies several structural challenges that hamper progress. Language remains a significant barrier, especially in institutions where English is the primary medium of instruction. Many candidates, particularly those from rural areas or different linguistic backgrounds, reported difficulty understanding course materials and articulating their ideas confidently. Additionally, the absence of on-campus accommodation and limited financial aid forced students to live in rented housing far from institutional resources. This logistical burden often reduced their study time, diminished access to learning facilities, and affected their overall academic performance. Furthermore, the shortage of preschool placements for practicum work, combined with inadequate teaching materials and overcrowded classrooms, restricts the scope for real-world learning.

In conclusion, the study calls for a strategic overhaul of Ethiopia’s preschool teacher training programs. The researchers advocate for a shift toward competency-based curricula that prioritize practical experience, inclusive pedagogy, and continuous feedback. Strengthening institutional infrastructure, expanding field partnerships, and embedding reflective practices into the learning process are vital steps toward equipping preschool educators with the tools they need. Moreover, policymakers are urged to address language and resource disparities to ensure equitable access to quality training. With a growing demand for early childhood education, Ethiopia stands at a critical juncture—one where the quality of its preschool teaching workforce could define the trajectory of its next generation.