Re-Conceptualizing the Instructional Processes in Universities and Teacher Education Colleges of the Amhara Region, Ethiopia

Abstract

This study focused on the re-conceptualization of the instructional processes in Universities and Colleges of Teacher Education (CTEs) of the Amhara Region. The research design utilized was descriptive survey type with mixed approach analysis. Data was gathered from a total of 204 instructors, department heads and deans via questionnaire, semi-structured interview, focused group discussion and document analysis. The reliability coefficient of the questionnaire was computed using Chronbach alpha as 0.82. Data was analyzed using both a quantitative and qualitative data analysis techniques. Quantitatively, percentage, mean, standard deviation, independent samples T-Test, and one Way-ANOVA were computed. Besides, the interview, focus group discussion and document analysis data were analyzed using qualitative data analysis technique. The main findings of the study were: there was a significant difference on the utilization of instructional planning and the implementation of continuous assessment techniques between Universities and CTEs. CTEs were found to be having good practices in preparing and implementing the instructional plans and the utilization of different continuous assessment techniques than the sample Universities. But significant difference was not observed in the application of different active learning strategies (both utilize mostly teacher centered approach). Those active learning methods that need higher order thinking were not in place. Attitudinal problems to conduct instructional plans; lack of knowledge and commitment in implementing different active learning methods and assessment for learning; over load works of instructors; large class size and shortage of time and the block delivery of modularization approach were found to be major factors affecting the effectiveness of the instructional processes both in the Universities and CTEs. To sum up, the link among instructional planning, method of teaching and continuous assessment is slack.

Key words:  Re-conceptualization, Instructional process, instructional planning, active learning, continuous assessment.