The pedagogical practices of Ethiopian Orthodox Church traditional schools: implications for contemporary education

Abstract

ABSTRACT Using a holistic, interpretive qualitative ethnographic approach, this study explored the pedagogical practices of traditional educational systems in Ethiopia and their implications for contemporary education practices. Qualitative data (ethnographic observations, informal interactions and semi structured interviews) were gathered over a 3-month period. Interview data from 17 participants and observations of classrooms were collected in three traditional Qene (poetry) church schools. Observations provided insight into the teaching and learning methods, assessment and evaluation practices, classroom organisation and management, teacher student interaction, school environment and daily life of students in Qene church schools. The data were analysed using thematic descriptive narration based on themes created by the basic questions of the study. Central findings indicated that Qene church schools have their own indigenous pedagogical practices such as Qene ‘Qotera’, ‘Negera’ and ‘Zerefa’ that involve various collaborative and independent learning strategies. The findings also indicated that the practices of cooperative learning, reflective learning, critical interpretation, argumentative oral defence, differentiated instruction, authentic formative oral assessment, and scaffolding are central to the Qene education system. We conclude that Qene schools’ pedagogical practices provide valuable insights for the pedagogical practice.