Statement of the problem
Despite the strong criticisms on the conventional teacher basedapproach in education,
the teaching leaning process in mostschools in Ethiopia has persisted to be teacher dominated.
Most classes are characterized by a situation where
students aremade to listen to their teachers and copy notes from theblackboard.
Despite policy provisions and some practical endeavors to moveto learner-centered approach,
learning by doing, problemsolving, cooperative learning and group approaches arelimited.
Consequently, there is a widely shared concern that thequality of learning in schools is very low.
This paper, as part of the main study on “
Enhancing ActiveLearning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
examines policy background,teachers’ conceptions, and availability of minimum inputsas well as practices in relation to active learning. Thepaper intends to give a background for the main study,which is already in progress