Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi

Abstract

This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.