Analyses of Mathematics Teacher Education and Training Programs in Ethiopia

Quality teacher education has been a main concern in Ethiopia that significantly impacts the teaching and learning of any school subject, including mathematics. In this regard, there is a growing interest in investigating the status of teacher training programs. This chapter is concerned with the mathematics teacher’s education, training, and related reflections in glimpse during the last two decades (2001–2022) in pre-, in-, and post-service programs. We have explored the preparation and professional development of teachers by systematically reviewing different sources of information. In doing so, policy and curriculum documents, published articles, and reports from the Ethiopian Ministry of Education and its sub-units were used as potential sources. The content of sample certificate, diploma, and degree programs was surveyed too. The analyses showed inconsistencies in the content and objectives of mathematics teachers’ education and training programs across levels of schooling and higher education institutions over the years. We found four types of degree-level teacher training programs: concurrent composite, concurrent unintegrated, sequential, and concurrent blended. Reflections on the contents of undergraduate and diploma mathematics teacher education could have implications for policy inputs and discourse on mathematics teacher education in Ethiopia. Moreover, suggestions for the way forward to developing mathematics teacher education curricula and professional development intervention programs in line with perspectives of this era were sought.