Practices And Challenges Of Primary Teacher Education In Addis Ababa City Government Focus On Mathematics Education

The main purpose of this study was to investigate the practices and challenges of primaryrnteacher education program focusing on mathematics education. Hence this study examined thernpractices of pre-service program in KUC, and Induction and CPD programs in 18 public primaryrnschools of Addis Ababa City Government. To select these schools multi-stage cluster samplingrnwas employed. The study used mixed research design specifically convergent/concurrent designrnand the data used in the study were obtained through prospective mathematics teachers’ attitudernscale, interview, questionnaire, observation checklists, and documentary analysis/review.rnParticipants of the study were 143 prospective mathematics teachers, 12 teacher educators;rndepartment head and faculty dean of KUC, 144 primary school mathematics teachers, 18 primaryrnschool directors, 54 primary school students, 36 parents, one teacher education directoraterndirector, and three senior experts. The data were analyzed using Confirmatory factor analysisrn(CFA), correlation, regression, ANOVA, t-test, descriptive statistics, and text analysis. The resultrnof the study indicates that there is feelings of anxiety and fear and feelings of discouragementrnand depression among prospective mathematics teachers in learning mathematics. The itemsrnprepared in Amharic to test the attitude of prospective mathematics teachers was found to bernreliable (α = 0.842) and valid (CFA result). In addition to these negative attitude and beliefrntowards mathematics and teaching mathematics found among primary school mathematicsrnteachers. This exacerbates teachers’ unenthusiastic practices. However there is strong correlationrnbetween University College GPA and entrance exam result (.862**, p< 0.01), betweenrnUniversity College GPA and high school transcript average (.701**, p

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