Though there is little interest in harmonizing the above three concept-related paradigms, the paradigm of reflection and inquiry teacher education seems to be more comprehensive. For instance, it appreciates the utilization of standards and concepts in teaching (as competency based teacher education focuses on) and individual teacher’s personal experiences as a major source of professional improvement in teaching (as personal orientation to teaching focus on). On top of this, reflection and inquiry model tries to address the recent argument of teaching made by the educators like Edwards et al. (2002) and Luttenberg & Bergen (2008). These writers proposed that teaching is essentially an activity characterized by uncertainty. As a result, teacher
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In a person-oriented paradigm, for instance, becoming a teacher is construed primarily as a matter of personal growth and psychological/physical maturation, therefore, developmental and humanistic psychological theories seem a root theory for it. Competency-based teacher education paradigm, on the other hand, draws its origin from behavioral learning theories. Mainly because this paradigm has emphasized about well organized and structured training, which strongly believes on observable and measurable performances while teacher training is going on. The recent paradigm of teacher education, reflection and inquiry paradigm, mainly uses the framework from the cognitive and constructive learning theories that appreciate learning from the context by investing reasonably high amounts of mental effort (Vygotsky, 1978). This paradigm appreciates the influences by the social and cultural contexts where knowledge is acquired and used including from particular subject matter experiences and students (Zeichner, 1983), which is of course the central theme of constructivist learning theories (Vygotsky, …show more content…
Personal orientation to teaching paradigm, for example, was somehow exercised in the traditional church and mosque education, though it was not consciously done. This paradigm moreover was applied in the early age of modern education of Ethiopia. The modern education of Ethiopia, though it attempted to employ teachers from abroad (Adane, 1993; MoE, 2006; Misganaw, 2002; Kelemu, 2000), was using some local teachers who were personally able and talented to teach, of course for subjects that needed local context experiences (e.g. moral education and local language). These people did not have any formal preparation to be a teacher but they used themselves (a person) and their arbitrary experiences as a potential source to deliver teaching in both cases: traditional and early modern education of Ethiopia (Kelemu,
In a person-oriented paradigm, for instance, becoming a teacher is construed primarily as a matter of personal growth and psychological/physical maturation, therefore, developmental and humanistic psychological theories seem a root theory for it. Competency-based teacher education paradigm, on the other hand, draws its origin from behavioral learning theories. Mainly because this paradigm has emphasized about well organized and structured training, which strongly believes on observable and measurable performances while teacher training is going on. The recent paradigm of teacher education, reflection and inquiry paradigm, mainly uses the framework from the cognitive and constructive learning theories that appreciate learning from the context by investing reasonably high amounts of mental effort (Vygotsky, 1978). This paradigm appreciates the influences by the social and cultural contexts where knowledge is acquired and used including from particular subject matter experiences and students (Zeichner, 1983), which is of course the central theme of constructivist learning theories (Vygotsky, …show more content…
Personal orientation to teaching paradigm, for example, was somehow exercised in the traditional church and mosque education, though it was not consciously done. This paradigm moreover was applied in the early age of modern education of Ethiopia. The modern education of Ethiopia, though it attempted to employ teachers from abroad (Adane, 1993; MoE, 2006; Misganaw, 2002; Kelemu, 2000), was using some local teachers who were personally able and talented to teach, of course for subjects that needed local context experiences (e.g. moral education and local language). These people did not have any formal preparation to be a teacher but they used themselves (a person) and their arbitrary experiences as a potential source to deliver teaching in both cases: traditional and early modern education of Ethiopia (Kelemu,