Literaturnachweis - Detailanzeige
Autor/in | Egne, Robsan M. |
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Titel | Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers |
Quelle | In: Teacher Development, 21 (2017) 3, S.422-444 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-4530 |
DOI | 10.1080/13664530.2016.1259650 |
Schlagwörter | Foreign Countries; Multicultural Education; Secondary School Teachers; Educational Practices; Teacher Attitudes; Teacher Educators; Student Teacher Attitudes; Questionnaires; Mixed Methods Research; Cultural Awareness; Familiarity; School Culture; Social Structure; Social Justice; Equal Education; Integrated Curriculum; Semi Structured Interviews; Ethiopia |
Abstract | This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers' awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |