期刊名称：International Journal of Progressive Education
印刷版ISSN：1554-5210
出版年度：2007
卷号：03
期号：03
出版社：International Association of Educators
摘要：In this paper, the author argues that the pre-service secondary teacher education
¡®paradigm shift¡¯ or ¡®system overhaul¡¯ that has been implemented during the 2003-
2005 time period in Ethiopia reflects the pursuit of pathways which the author refers
to as a managerial approach. Grounded mainly on personal narratives of a key selfnarrator
and views of other faculty reform performers, the author brings to surface the
ideology upheld by central reform planners and administrators. The author identifies
four reform tasks to demonstrate the consistency in the paths pursued to effect
policies of central priorities. These reform tasks which mainly concern changes in
curriculum and instruction were planned and have been effected in managerial spaces
and tools. The author further argues that, in effect, if not in intent, the managerial
approach has had a sidelining effect because the larger practitioners, professional
associations, communities, student teachers, and private popular media have been
given little or no opportunities for participation. According to the author, the approach
has also reduced pedagogical concerns and values to an adjunct or secondary position.
