Teacher Educators' Understanding, Attitude and Practice of Multicultural Education: The case of Bonga College of Teacher Education
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Date
2007-07
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Addis Ababa University
Abstract
Ethiupia is a counlly afhighly diversified ethnic and cultural groups. To reach all its ethnic and cultural
groups with quality education, Ihe country needs to have an education system that considers
multiculturalism. To this ejjeci. an educational policy in favor of multicultural education has been
formulaled and been implemented; its ejjective implementation is the question of th is paper.
For the effective implementation of an educational policy, particularly multicultural-based education,
te(fcher education colleges plc~y significol1l role. In a teacher educalion program, teacher educators playa
IJiv(}/al role in determining the quality of opportunities, experiences, and out comes fhal the ·would be
teachers receive in colleges .. To be role lIIodels in practicing ins/ruction with multicultural perspectives,
teucher educators need to have knuwledge ofil and hold pusitive attitude towards itjirst.
Accordingly. this study has aimed at investigatillg teacher educators' awareness, olliLUde and practice of
illstruction with multicultural perspectives. All teacher educators (numbered to 78) at Bonga College of
Teacher Education have been the subjects oj Ihis sludy. Dala were collected and analyzed using
q"antitative and qualitative research methods. Questionnaire, thai comprises of 33 relevant items was
designed and distributed among teacher educators found in the college. Furthermore, 6 interview
guidelines (lnd J I itell1S vlubservuliull checklist were und utilized Iv gather dalaji-om 20-sample teacher
educators.
The resulfs revealed fhal the teacher eell/culors (under quesNol1) were aware oj lIIullieullural educalion.
Likewise, Ihey Iriggered posiNve allilude towards leaching "l'vilh multicultural perspectives. Nevertheless,
Ihe quantitative and (IUalitutive dola al7o~vs is resu!ls depictlhal lhe leacher educators l>vel'e unclear aboul
IIIJII' to oiler illstruetioll Il'it" IIIlIltieultllml spirit. As a result, they were poorly practicing leaching Jroll1
mlliticultural perspeClires.
The/indings imply that teacher educators need to be provided with on intensive and sustainable training
that equip them with skills and strategies to instruct with multicultural consideration. In connection, the
dolo suggesllhalleor:her educ£llors need discussion on diversity, education and national integra/ion.
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Keywords
Educators' Understanding, Attitude, and Practice of Multicultural Education