Teacher Educators' Understanding, Attitude and Practice of Multicultural Education: The case of Bonga College of Teacher Education
| dc.contributor.advisor | whose, Ambisa (PhD) | |
| dc.contributor.author | Gizaw, Dejene | |
| dc.date.accessioned | 2019-02-01T09:58:36Z | |
| dc.date.accessioned | 2023-11-10T14:44:31Z | |
| dc.date.available | 2019-02-01T09:58:36Z | |
| dc.date.available | 2023-11-10T14:44:31Z | |
| dc.date.issued | 2007-07 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16166 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Educators' Understanding, Attitude | en_US |
| dc.subject | and Practice of Multicultural Education | en_US |
| dc.title | Teacher Educators' Understanding, Attitude and Practice of Multicultural Education: The case of Bonga College of Teacher Education | en_US |
| dc.type | Thesis | en_US |