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| dc.contributor.author | Alemayehu Habte | |
| dc.date.accessioned | 2022-08-29T08:09:35Z | |
| dc.date.available | 2022-08-29T08:09:35Z | |
| dc.date.issued | 2022-08-23 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/14049 | |
| dc.description.abstract | The purpose of this study was to explore the effects of citizenship conceptions and pedagogical beliefs on teachers‘ classroom practices in secondary schools in Addis Ababa. To this end, a convergent (concurrent) parallel design, which included correlational and case study designs, was used. Quantitative data was collected using a close-ended questionnaire from randomly selected 324 Civics and Ethical Education teachers and 369 students in 43 private and government secondary schools in Addis Ababa city. The qualitative data was simultaneously collected from eight CEE teachers using semi-structured interviews, classroom observation, and document analysis. Participants of the qualitative strand of this study were chosen using the maximal variation sampling technique. The quantitative data was analyzed using descriptive statistics such as mean and percentage as well as inferential statistics such as correlation, regression, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), MANOVA, and path analysis. On the other hand, thematic analysis, which included case-by-case and cross case analytic processes, was used to analyze the qualitative data. The results revealed that teachers hold a personally responsible citizenship conception. Moreover, the regression analysis confirmed that teachers‘ citizenship conceptions together explained 54.7% of the variance (R2 =.547) in CEE teachers‘ classroom practice. On the other hand, the two dimensions of teachers‘ pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist beliefs, even though they do not completely reject traditional beliefs per se. However, their constructivist practice falls short of expectations, raising the possibility that there are contextual factors at play that need to be further investigated. The findings implied the need to redefine continuous professional development programs with an emphasis on reflective teaching practice and improve the climate of secondary schools. Keywords: Citizenship conception, Pedagogical beliefs, Classroom practice, Constructivism, Secondary school Civics and ethical education | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | The Effects of Citizenship Conceptions and Pedagogical Beliefs on Civics and Ethical Education Teachers’ Classroom Practices in Secondary Schools of Addis Ababa City | en_US |
| dc.type | Thesis | en_US |
