Context Situation of Pre-service Preprimary Teacher Education in Selected Colleges in Ethiopia: -Input-Process-Outcome Approach

Pre-primary teacher education institutions are mandated to advancing professional competencies among personnel working with young children. The objective of this research was to examine the situation of the existing pre-primary teacher preparation programs of the colleges in Ethiopia including their contributions and impacts on the trainees. Guided by the mixed research design (qualitative and quantitative approaches), data were collected using questionnaire, interview and FGD concurrently. Data sources consisted of a total of 10 trainers, 3 department heads, and 66 trainees from three purposefully selected teacher education colleges in Ethiopia. Results have indicated that both the design and delivery of the current pre-primary teacher education had serious gaps and would not promise producing competent graduates as evidenced by students’ knowledge, attitude, and self-efficacy. Six major recommendations have been given to reverse course including, among others, the need to work towards the professionalization of the field of preschool education at all levels.