Negash Melese, Bishaw Alemayehu
Faculty of Social Science and Humanities, Debre Tabor University, Debre Tabor Ethiopia.
Faculty of Educational and Behavioural Science, Bahir Dar University, Bahir Dar, Ethiopia.
Heliyon. 2021 Apr 15;7(4):e06778. doi: 10.1016/j.heliyon.2021.e06778. eCollection 2021 Apr.
The purpose of this paper was to investigate the possible opportunities and challenges in developing desirable affective dispositions (DADs) and weakening undesirable affective dispositions (UADs) of primary school prospective teachers in three teacher education colleges (TECs) of Amhara region. To achieve these purposes, a qualitative inquiry research method was used. The data were collected from purposively selected college leaders, teacher educators, and prospective teachers using interview, FGD, and open-ended questionnaire. The data were analyzed qualitatively using thematic analysis supported by frequency count percentage. The results revealed that there are different challenges and opportunities in each of the sample TECs in the process of developing DADs and weakening UADs of prospective teachers. The investigated opportunities and challenges were themed as hidden, societal, and official curriculum-related factors. This implies that prospective teachers' DAD development and UAD weakening in the sample colleges was the function of these three curriculum forms.
本文旨在调查阿姆哈拉地区三所师范教育学院（TECs）中，培养小学准教师的理想情感倾向（DADs）以及弱化不良情感倾向（UADs）过程中可能存在的机遇和挑战。为实现这些目标，采用了定性探究研究方法。通过访谈、焦点小组讨论（FGD）和开放式问卷调查，从有目的地挑选出的学院领导、教师教育工作者和准教师那里收集数据。运用频率计数百分比支持的主题分析法对数据进行定性分析。结果显示，在培养准教师的DADs和弱化UADs的过程中，每个样本师范教育学院都存在不同的挑战和机遇。所调查的机遇和挑战被归纳为隐藏的、社会的和与官方课程相关的因素。这意味着样本学院中准教师的DADs培养和UADs弱化是这三种课程形式共同作用的结果。
