scholarly journals Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

2014 ◽  
Vol 16 (1) ◽  
pp. 54-75 ◽  
Author(s):  
Robsan Margo
Keyword(s):  
Teacher Education ◽  
Data Collection ◽  
Multicultural Education ◽  
Secondary Teacher ◽  
Multicultural Society ◽  
Qualitative And Quantitative ◽  
Secondary Teacher Education ◽  
Quantitative Content ◽  
Fair Representation ◽  
Content Analyses

Abstract The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

scholarly journals Whose Pictures, Whose Reality? Lines of Tradition in the Development of Topics, Negativity, and Power in the Photojournalistic Competition World Press Photo

2021 ◽  
Vol 2 (4) ◽  
pp. 758-807
Author(s):  
Alexander Godulla ◽  
Daniel Seibert ◽  
Rosanna Planer
Keyword(s):  
South America ◽  
Human Development Index ◽  
Power Structures ◽  
Qualitative And Quantitative ◽  
Quantitative Content ◽  
Negative Images ◽  
Content Analyses ◽  
The World ◽  
Journalism Research ◽  
Over Time

Initially founded in 1955 as a platform for Dutch photojournalists to increase international exposure, the World Press Photo competition has grown into the most prestigious contest of photojournalism worldwide, making it an important arena for journalism research. Using qualitative and quantitative content analyses, this study examines all photos shown in the competitions from 1960 to 2020 (N = 11,789) considering the origin of jury members (N = 686), participants (N = 132,800), placements (N = 2347) and the Human Development Index (HDI) of the countries. The topics displayed on the photos, their degree of negativity, and potential power structures in the photos are analysed over time both in terms of continental and HDI-related differences. Significant results show that Africa, Asia, and South America are more frequently depicted by the topic conflict and characterised by negative images than continents with industrialised nations (Australia/Oceania, Europe, North America). Participating European countries have a significantly higher average number of jury members, participants, and placements than participating countries from Africa, Asia, and South America, which seems to account for a dominant Eurocentric view. Implications and critical discussions are summarized in three interim conclusions at the end of this extended paper.

Marking Mathematics Exams. A Tool for Secondary Teacher Education

2018 ◽  
pp. 245-265
Author(s):  
Alberto Arnal-Bailera ◽  
Eva Cid ◽  
José M. Muñoz-Escolano ◽  
Antonio M. Oller-Marcén
Keyword(s):  
Teacher Education ◽  
Secondary Teacher ◽  
Secondary Teacher Education
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