Reimagining Initial Teacher Education for the 21st Century in Ethiopia

Abstract

The rapidly evolving 21st-century educational landscape, marked by technological advancements, globalization, and complex societal challenges, necessitates a fundamental reimagining of Initial Teacher Education (ITE). This study aims to identify the key characteristics of effective Initial Teacher Education (ITE) programs, explore the essential competencies and dispositions future teachers require and how programs can cultivate these, and investigate innovative pedagogical approaches and transformative practices to enhance the preparation of educators for the 21^st-century classroom. Employing a qualitative instrumental case study design, data were gathered through key informant interviews and focus group discussions with 45 diverse educational stakeholders in Ethiopia. Thematic analysis revealed that effective ITE demands rigorous selection criteria, a relevant curriculum tightly integrating theory with extensive, practical, research-informed experiences, strong stakeholder collaboration, and supportive learning environments including mentorship. Core competencies identified include deep subject matter and pedagogical knowledge, skills in managing diversity and fostering inclusivity, strong communication, adaptability, critical thinking, digital literacy, and reflective practice. Furthermore, integrating innovative, student-centered pedagogies like experiential, inquiry-based, and technology-enhanced learning is crucial. The findings underscore the need for holistic ITE reform for the complexities and demands of 21^st-century classrooms.