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ID 49144
file
creator
Kyasanku, Charles
Ssebbunga-Masembe, Connie
Ozawa, Hiroaki
abstract
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.
description
Group C: Teacher Professional Development
journal title
CICE Series
volume
Volume 6
start page
223
end page
233
date of issued
2019-06
publisher
広島大学教育開発国際協力研究センター
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Book Chapters
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2019 広島大学教育開発国際協力研究センター
relation url
department
Center for the Study of International Cooperation in Education
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