Teacher-Educators' Perception Of Multiculturalism In A Unique Programme For Ethiopian Pre-Service Teachers In Israel

Abstract

This paper explores the multiculturalism perception among teacher-educators who taught at an Israeli academic college of education a unique programme designed for Ethiopian pre-service teachers. The research method was grounded in the qualitative-interpretive approach of the case study type. The research population consisted of nine participants and the research tools were semistructured interviewed. The findings indicate a high perception of multiculturalism among the teacher-educators, the significance of learning the Ethiopian culture, the adoption of teaching strategies suitable to the student population as well as the creation of a climate of equalitarian pedagogy. All the teacher-educators emphasised that teachers should be sensitive to the different, understand the needs of students with a different cultural background as well as provide an opportunity and a place to expose and be exposed to another culture. This multicultural perception assisted the lecturers to reduce prejudices and stereotypes by observing issues from points of view of a different cultural group. This study recommends implementing a curricular reform and promoting social justice.