Clinging to the managerial approach in implementing teacher education ‘reform’ tasks in ethiopia

Abstract

In this paper, the author argues that the pre-service secondary teacher education ‘paradigm shift’ or ‘system overhaul’ that has been implemented during the 20032005 time period in Ethiopia reflects the pursuit of pathways which the author refers to as a managerial approach. Grounded mainly on personal narratives of a key selfnarrator and views of other faculty reform performers, the author brings to surface the ideology upheld by central reform planners and administrators. The author identifies four reform tasks to demonstrate the consistency in the paths pursued to effect policies of central priorities. These reform tasks which mainly concern changes in curriculum and instruction were planned and have been effected in managerial spaces and tools. The author further argues that, in effect, if not in intent, the managerial approach has had a sidelining effect because the larger practitioners, professional associations, communities, student teachers, and private popular media have been given little or no opportunities for participation. According to the author, the approach has also reduced pedagogical concerns and values to an adjunct or secondary position

Keywords

• managerial approach, reform, teacher education, practicum

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