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Cultivating Dynamic Educators

Title: Cultivating Dynamic Educators: Case studies in teacher behavior change in Africa and Asia.
Name(s): Mekonnen, Dawit, author
Fesmire, Marion, author
Ramos-Mattoussi, Adrienne S., author
Backman, Stephen, author
Ramos-Mattoussi, Flavia S., author
Type of Resource: text
Genre: Text
Book Part
Date Issued: 2018-10-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this case study was to examine the contribution of the pre-service interventions within the Reading for Ethiopia’s Achievement Developed Technical Assistance (READ-TA) program, funded by the United States Agency for International Development (USAID) from October 2012 through December 2017. Of particular interest were revisions of the mother tongue pre-service teacher education program and the related professional development for teacher educators and student teachers (we use the term teacher educators to refer to the lecturers and instructors at the colleges of teacher education and the term student teachers to refer to the students at colleges of teacher education, also referred to in Ethiopia as “teacher-trainees” and “wouldbe- teachers”). The professional development activities included engagement of these educators in module development, adaptation of the modules and related materials into seven mother tongues,2 and training on the module contents. The objectives of this chapter are to describe the extent to which teacher educators’ involvement across multiple initiatives promoted changes in conceptions of literacy instruction; depth of understanding of literacy content; and student-centered, participatory teaching and learning pedagogy. (For this chapter, the term literacy encompasses reading, writing, speaking, and listening.) To document changes in conceptions, knowledge, and skills, we collected data throughout the life of the project to gather teacher educators’ reflections on learning processes, changes in teaching practices, and student teachers’ readiness to teach the new primary curriculum.
Identifier: FSU_libsubv1_scholarship_submission_1541195255_20bf4559 (IID), 10.3768/rtipress.2018.bk.0022.1809 (DOI)
Keywords: teacher education, Ethiopia
Publication Note: This publication is part of the RTI Press Book series. This work is distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 license (CC BY-NC-ND), a copy of which is available at
Preferred Citation: Mekonnen, D., Fesmire, M., Barnes, A., Backman, S., Ramos-Mattoussi, F. (2018). Changing Teacher Educators’ Conceptions and Practices on Literacy Instruction: Lessons from Teacher Educators’ Professional Development Experiences in Ethiopia. In Pouezevara, S. R. (Ed.) (2018). Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia. (RTI Press Publication No. BK-0022-1809). Research Triangle Park, NC: RTI Press. DOI: 10.3768/rtipress.2018.bk.0022.1809.
Persistent Link to This Record:
Use and Reproduction: Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND 4.0)
Host Institution: FSU
Is Part Of: 2018.
Issue: iss. BK-0022-1809

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Mekonnen, D., Fesmire, M., Ramos-Mattoussi, A. S., Backman, S., & Ramos-Mattoussi, F. S. (2018). Cultivating Dynamic Educators: Case studies in teacher behavior change in Africa and Asia. 2018. Retrieved from