アクセス数 : 611
ダウンロード数 : 75

今月のアクセス数 : 2
今月のダウンロード数 : 0
ファイル情報(添付)
CICEseries_6_223.pdf 212 KB 種類 : 全文
タイトル ( eng )
Including the Excluded: The Case of Slow Learners at Buloba Primary School, Uganda
作成者
Kyasanku Charles
Ssebbunga-Masembe Connie
Ozawa Hiroaki
収録物名
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
CICE Series
6
開始ページ 223
終了ページ 233
抄録
This article describes a study of Mathematics teachers at Buloba Primary School in Uganda. The purpose was to analyse the teachers’ perceptions, essential practices for creating inclusive classroom environments for slow learners, and implementation challenges. This quasi-experimental research included a focus group discussion, an interview with the headteacher, three lesson observations and post-observation focus group discussions. The results indicate that the teachers have mixed perceptions and several practices: peer learning, certain teaching methods, linking teaching to real-world applications, seating environment, and providing a threat -free classroom environment. Highlighted challenges include heavy workloads, limited time, inadequate training, mixed classes of both slow and fast learners, inability to identify slow learners, class size and lack of knowledge. It emphasizes the need to define and develop reference frameworks of teacher competencies and institutionalize in-service teacher education programmes through school-based practices and research.
内容記述
Group C: Teacher Professional Development
言語
英語
資源タイプ 紀要論文
出版者
広島大学教育開発国際協力研究センター
発行日 2019-06
権利情報
Copyright (c) 2019 広島大学教育開発国際協力研究センター
出版タイプ Version of Record(出版社版。早期公開を含む)
アクセス権 オープンアクセス
収録物識別子
[NCID] BA52782320
[NCID] BB29255117
[URI] https://home.hiroshima-u.ac.jp/cice/?page_id=3340