Habte Alemayehu, Bishaw Alemayehu, Lechissa Meskerem
Department of Pedagogy, Dilla College of Teacher Education, Dilla, Ethiopia.
College of Education and Behavioral Science, Department of Teacher Education and Curriculum Studies, Bahir Dar University, Bahir Dar, Ethiopia.
Smart Learn Environ. 2021;8(1):26. doi: 10.1186/s40561-021-00171-w. Epub 2021 Oct 30.
In Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers' role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers' pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.
在埃塞俄比亚，中学开设公民与道德教育课程，其主要目标是培养有能力且理性的公民。虽然政策层面主张采用建构主义教学法来实现该课程目标，但实际情况表明该学科远未实现既定目标。与此相关的是，教师在课程实施中的作用不可忽视。教师是执行官方课程的政策行动者。然而，他们的课堂实践在很大程度上取决于其教学信念。为此，本研究旨在考察中学公民与道德教育教师的教学信念在其感知到的课堂实践中相对于选定人口统计学变量所起的作用。该研究采用相关设计，参与的324名公民与道德教育教师来自亚的斯亚贝巴市的43所政府和私立中学。使用双向多变量方差分析和多元回归对数据进行分析。回归分析表明，教师的教学信念解释了课堂实践中45.8%的方差。研究还发现，教师虽不完全排斥传统信念，但具有较强的建构主义信念。然而，他们的建构主义实践低于预期水平，这表明存在应进一步研究的情境因素的相互作用。研究结果意味着需要重新定义持续专业项目，强调反思性教学实践，并改善中学环境。
