Evaluating the relationship between training expectations of teachers and the received training: Pre-service primary school English teachers in focus

Abstract

Pre-service teachers are required to join the teaching profession with reasonable knowledge and skills of the subject they teach. The training that they take in colleges should also enable them confront the reality at schools. Therefore, this study explored the relationship between the training expectations of pre-service English teachers of Amhara region of Ethiopia and the training that they received. Then data was gathered from the trainees of Kemissie teacher education college using questionnaire and interviews. The results indicate that some courses and/or contents were not expected by the teachers prior their entry to college and have less contribution to teach at primary schools. There is also weak correlation between the participants' expectations and the training they received. The training is also deficient of practical sessions. The relationship between these variables was also found statistically insignificant. Hence, more relevant courses should be added. Trainees should also be engaged in more peer-teaching and reflective practice sessions. Furthermore, language teacher training programs should consider trainees’ needs.

Keywords

• Pre-service
• Teacher training
• Training expectations
• Received training
• Adequacy