RE-THINKING TEACHERS’ EDUCATION CURRICULA THROUGH INDIGENOUS CURRICULUM CONSTRUCTION PRINCIPLES: COLLEGEE OF TEACHERS’ EDUCATION IF FOCUS IN SNNPRS AND SIDAMA REGIONAL STATE

Abstract

The overall objective of this study was to explore the extent to which indigenous knowledges are reflected in the college of teachers’ education Science and Mathematics curricula in light of indigenous knowledges.  To this end, a mixed research design with exploratory sequential method was employed. Data were gathered from 58 Science and Mathematics teacher educators, 91 Primary school Science and Mathematics teachers, 7colleges of teacher’ education deans and vice deans, 4 regional education bureau officials, and 4 regional education bureau senior curriculum experts. Among four colleges of teacher’ education in SNNPR, Bonga and Hosaena colleges were selected by simple random sampling technique and the only college of teachers’ education in Sidama Region, Hawassa is selected. The instruments used to collect data were: questionnaires, interview, FGDs and document analysis. The data obtained through questionnaires were analyzed quantitatively by using frequency, percentage and mean. Whereas the information gathered by interview guide, FGD, and documents analysis were transcribed qualitatively analyzed, interpreted and expressed by using narrative statements thematically. The study finding revealed that the extent to which indigenous knowledge are reflected in the existing colleges of teachers’ education Science and Mathematics courses is very minimal, the colleges of teachers’ education curricula are dominated by the Western curricula knowledge. Furthermore, there are teacher educators who perceive IKs as old, traditional and contribute no valuable. The following challenges that hinder the inclusion and implementation of indigenous knowledge, teacher educators’ commitment and motivation in applying it in the classroom instruction, lack of organized indigenous resources, Besides, the effort to include indigenous knowledge in the curricula is remained unpractical. To this end, education stakeholders such as policy makers, educators, curriculum developers, and parents shall work together to overcome the challenges in the inclusion and implementation of indigenous knowledge in both the college of teachers’ education and primary education Science and Mathematics curricula. It is recommended that both Western and Indigenous knowledges must co-exist in the college/school Science and Mathematics curricula in order to serve the current needs of society.