Quality of Mathematics Teacher Educator’s Instruction in the Classroom of College of Teacher Education in Ethiopia

Abstract

The main objective of this study was to examine the quality of teaching-learning processes that occurred in the classroom of colleges of teacher education. To achieve this, classroom observations through video recording as an instrument were used. The sources of data were teacher educators in three different colleges of teacher education: Kotebe Metropolitan University, Hawassa College of teacher education, and Arba Minch College of teacher education. The study followed mixed research methods. It was also non-experimental and employed a survey research design. The video analysis indicated that the teaching-learning process in the college of teacher education especially in mathematics class was predominantly lecture method (only talk and chalk method) and students were very passive. Students only copy notes from the board, no group discussion, no presentation except in Teaching Mathematics-II course class. In addition, appropriate teacher-students and student-content interactions were not commonly observed in the classroom. General observation indicates that the instruction is not quality enough that would inhibit the development of pre-service mathematics teachers’ knowledge of mathematics content, teaching skills, and behavior. Finally, suggestion for stakeholders was forwarded based on the result of the study.