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| dc.contributor.author | Tadege, Aschale | |
| dc.date.accessioned | 2022-08-24T12:25:44Z | |
| dc.date.available | 2022-08-24T12:25:44Z | |
| dc.date.issued | 2022-08 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/14041 | |
| dc.description.abstract | The purpose of this study was to investigate the place of values-education in teachers' professional practices by considering two secondary schools in East Gojjam. To this end, a qualitative approach and a descriptive case study design were employed. The schools and participants were selected based on purposeful sampling, complemented, in particular, by snowball sampling. Data sources were teachers, principals, students, and documents. The data gathering instruments were semi-structured interviews, semi-structured observations, and document reviews. Individual face-to-face interviews were conducted with the staff to learn about the teachers' beliefs, understandings, and actual values-education practices. Semistructured group interviews were also conducted with students to obtain data about their teachers' beliefs as moral educators, teacher-student interactions, and the moral climate of the staff. Non-participant observation was employed to collect data in relation to classroom instruction and social interactions outside the classroom. Document review was employed to understand the textual and pictorial representations in different locations of the schools. The data were then analyzed narratively through interpretational and reflective analyses. The finding suggests that values-education was not sufficiently infused into teachers' professional practices due to a set of factors. The research results have shown that teachers' beliefs and understandings appear to be lower; values-education actual practices tend to be reactive and unconsciously performed; and potential challenges appear to be problematic in the efforts of teaching moral character. Therefore, it is implied that the Ministry of Education is expected to revise the present system of values-education in a manner that reflects the Ethiopian reality. It is also necessary to raise the competency of teachers through pre-service and in-service training modalities. Moreover, teachers themselves are expected to have a positive attitude towards values-education and practice an integrated values-education while confronting the challenges they encounter. Finally, other investigators are needed to conduct further investigation on such sensitive issue of the nation. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | The Place of Values-Education in Teachers` Professional Practices in Secondary Schools in East Gojjam Zone | en_US |
| dc.type | Thesis | en_US |
