Enguday Ademe

2 Publications in AERD

Author Publications

The relationship between pedagogical views and practices among pre-service teacher educators

By Abayneh Ergogo

This study examined the link between teacher educators’ views and practices by employing a mixed-methods design. Korthagen’s broad categorization of teachers’ learning as realistic and application of theory approaches are used as a framework for the study. Realistic approach focuses on organizing learning experiences for student teachers to provide opportunities to practice learning to teach and reflect on these opportunities. The application of theory approach focuses on learning theories about teaching and expecting student teachers to apply them during teaching. Questionnaires were used to gather data from 234 teacher educators selected through stratified random sampling. Data were also collected through unstructured interviews with five purposively selected teacher educators. The results showed that, although teacher educators viewed learning to teach as a realistic model, they demonstrated a transmissionist application-of-theory model. Teacher educators’ practices mainly focus on learning facts, concepts, and theories without providing opportunities for student teachers to practice what has been learned. To change teacher educators’ practices, it is essential that professional development activities that help them re-examine their views of learning to teach and their practices of teaching about to teach are organized. Moreover, policy directives need to conceptualize teaching about teaching in relation to the standards of effective teacher education programs at both the institutional (colleges, regional education bureaus, and the ministry of education) and individual levels. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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History education for nation-building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A comparative analysis

By Sisay Awgichew

This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of ethnic and race-based clashes. In the United States, Switzerland, and Germany, the instructional materials' preparation process is decentralized to regional states or cantons. Except in South Africa, virtually in all countries, history is a compulsory subject. In Ethiopia, South Africa, and Switzerland history is taught as a separate subject, where as in the remaining countries it is taught as a combined social studies subject. Vis-a-vis the pedagogy, learner-centred methods and continuous assessment techniques appeared in the curricula often. The main lessons for Ethiopia include the need to incorporate more contents that help to ensure peace and national understanding, settle ethnic-based clashes, and facilitate national integration and the nation-building process.

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