The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development (2019)
Journal Article
Alemu, M., Kind, V., Tadesse, M., Michael, K., Kind, P., & Rajab, T. (2021). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education, 51(1), 81-98. https://doi.org/10.1080/03057925.2019.1593107

This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowled... Read More about The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development.