How Prepared are Ethiopian English Teachers to Teach Early Grade Reading?
DOI:
https://doi.org/10.34142/2709-7986.2024.29.2.30Keywords:
coursework emphasis, knowledge of early literacy instruction, practicum attention, preparedness, teacher preparationAbstract
Purpose. This paper examines how prepared Ethiopian public primary school English teachers are to teach early grade reading.
Methodology. A descriptive research design of mixed methods was employed. A sample of 125 English teachers in 20 randomly selected primary schools in Hawassa City Administration was the source of data. The researchers employed a knowledge assessment test, focus group discussions, and questionnaires to gather the necessary data. The analysis of quantitative data was carried out by using Statistical Package for Social Sciences (SPSS version 25.0).
Results. It has been learned from the findings that primary English teacher preparation paid little attention to coursework and practicum to teach early reading. The results also revealed that English teachers felt somewhat prepared to teach early grade reading. There is serious knowledge limitation among English teachers that (12)9.6% of primary English teachers scored 50% and above, whereas (113)90.4% of teachers scored below 50%; the teachers’ average knowledge test score was 36.4%. The results have clearly indicated that it is statistically significant, the direct relationship among teacher preparation coursework emphasis, practicum attention statistically significant, direct relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness at (p=0.001).
Conclusions. The results have led to the conclusion that teacher preparation, both in its coursework and practicum, did not pay due attention to teaching early grade reading. That is, primary English teachers were inadequately prepared to teach early grade reading.
Based on the results of this study, to improve the practice of early literacy instruction, English teachers’ knowledge and skills gaps need to be duly addressed. Further studies that investigate the current practice of early literacy teacher preparation and professional development should be conducted with a larger sample size and diverse contexts.
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