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Teacher Educators' Understanding, Attitude and Pra("tice of Multicultural Education: The Case of Bonga College of Teacher Education

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dc.contributor.advisor whose, Ambisa (PhD)
dc.contributor.author Gizaw, Dejene
dc.date.accessioned 2018-08-10T11:31:08Z
dc.date.available 2018-08-10T11:31:08Z
dc.date.issued 2007-07
dc.identifier.uri http://localhost:80/xmlui/handle/123456789/11584
dc.description.abstract I~'thi()pia is a COL/lltry olhighly diversified ethnic and cultural groups. To reach all its ethnic and cultural groups with quality educatiol/, the countly needs to have an education .~ystem that considers IIIlIlticulturalism. To this effect, al1 educational policy in favor of multicultural education has been forlllulated and been implemented; its effective implementation is the question of this paper. For the effective implementation of an educotional policy, particularly multicultural-based education, teacher education colleges play significant role. In a teacher education program, teacher educators playa pivotal role in determining the quality of opportunities, experiences, and out comes that the would be teachers receil,le in colleges .. , To be role models in practicing instruction with multicultural perspectives, tellcher eduwtors need to have kl/owledge of it and hold positive a"ilude towards it first. Ac:cordingly, this study has aillled at investigating teacher educators ' awareness, attitude and practice of illstruction with multicultural perspectives. All teacher educators (numbered to 78) at Bonga College of Teacher Education have been the subjects of this study. Data were collected and analyzed using quantitative and qualitative research methods. Questionnaire, that comprises of 33 relevant items was designed and distributed amollg teacher educators found in the college. Furthermore, 6 interview guidelines and II itw1s ofobservalion checklist were and utilized to gather data from 20-sample teacher educators. 71,e results revealed that the teacher educators (under question) were aware of multicultural education. Ukewise, they lriggered positive attitude towards teaching with multicultural perspectives. Nevertheless, the quantitative and qualitotil'e data cll7(/~ysis results depict that the teacher educators were unclear about holl' to olfe I' instruction l1'ith tIIulticultural spirit. As a result, they were poorly practicing teachirlgfrom multicultural penpectil·es. The findings imply that teacher educators need to be provided with an intensive and sustainable training that equip them with skills and strategies to instruct with lIIullicultural consideration. In connection, the dota suggest thot teocher educators need discussion on diversity, education and national integration en_US
dc.language.iso en en_US
dc.publisher Addis Ababauniversity en_US
dc.subject Multicultural Education en_US
dc.title Teacher Educators' Understanding, Attitude and Pra("tice of Multicultural Education: The Case of Bonga College of Teacher Education en_US
dc.type Thesis en_US

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