2023/10/31 by Jiregna, Ketema, Olana, Tamiru, Kelemework, Yemaneberhan
#Effectiveness #Major course #Teacher Candidates #Teacher preparation
paper · doi:10.20372/star.v10i1.05
Preservice English language teachers’ preparation programme is expected to offer courses that develop candidates’ subject knowledge, language proficiency, and teaching skills. Nekemte Teacher Education College has also provided teacher preparation courses, despite the fact that graduate English language teachers have shown poor subject knowledge, language proficiency, and teaching skills. This study aimed to assess the effectiveness of courses offered for preservice primary school English language teacher preparation. An evaluative qualitative case study design was employed. The study used document analysis and semi-structured interview data tools. Purposive sampling techniques were used to choose five English language teacher educators, two college administrative body teachers, and ten teacher candidates. Major area and English practicum course documents were reviewed based on their direct effects on teacher preparation. The data were analysed thematically in relation to each research question. The finding showed that the balance of major courses offered to preservice English language teachers was inadequate and thinly distributed in the programme to develop the desired subject knowledge, language proficiency, and teaching skills. All major courses didn’t have a course policy that enhanced and monitored teacher candidates’ involvement and progress in completing the course work. Further, the practicum course offered to the candidates was ineffective because the course was prepared and taught in the local language by non-English subject teacher educators. It would be good if the English language department revises subject courses' ratio, adds course policy, and prepares and teaches practicum courses in English in the process of preservice English language teacher preparation.