Equipping the Ethiopian preschool teachers for the twenty-first century: A theoretical framework for developing pedagogical competences

Abstract

Considering the continuous attempts to enhance preschool provision in Ethiopia, the teacher's competencies have gained significance in ensuring high-quality education for every preschool learner. In this review paper, an analytical and theoretical comparison will be made on three competence models, namely ADDIE, PCK (Pedagogical Content Knowledge), and the 7C-21 model, in the Ethiopian preschool setting. Using the guidelines of the systematic literature review, the 70 papers published from 2000 to 2024 were coded in a dual way. A comparison matrix was prepared to assess the models based on their relevance to preschool teaching, research backing, contextual adaptation, and incorporation of 21st-century competencies. Instead of making a comparison across countries and proposing a framework as universally suitable, the paper strives to find out the best framework among the three for designing preschool teachers' pedagogic competence in Ethiopia. Based on results of the review, the 7C-21 model that identifies seven competencies, including logical-mathematical thinking, verbal reasoning, elementary scientific culture, critical reading-writing, global culture and environment, metacognitive and creative thinking, and vocational guidance proved to be the most adaptable in a multilingual and varied-resource preschool context. Intentionally infusing such competencies in preschool teacher training programs, the 7C-21 framework may help preschool teachers become reflective practitioners, collaborative peers, and strong advocates for holistic child development.