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ID 43796
file
creator
Melesse, Solomon
NDC
Education
abstract
This study was designed to examine the support rendered from teacher education policies to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were basic policy documents (i.e., National Constitution, Higher Education Proclamation, Education and Training Policy, and Strategic Plan Documents) related to the pre-service teacher education program. Policy documents were selected using purposive sampling technique. And, data for these policy documents were collected through document analysis technique. This technique is supported by a coding sheet prepared using multicultural attributes and how they are manifested in the four preceding policy documents. Document analysis data were reported in words following themes made vis-àvis the research questions of this study. The fi ndings of the study confi rmed that basic policy documents reviewed seem to have given adequate contextual support to prospective teachers’ multicultural development, as policies guide the actual practice at schools.
journal title
Journal of international cooperation in education
volume
Volume 18
issue
Issue 2
start page
37
end page
53
date of issued
2016-10-31
publisher
広島大学教育開発国際協力研究センター
issn
1344-2996
ncid
naid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2016 広島大学教育開発国際協力研究センター
department
Center for the Study of International Cooperation in Education
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