このエントリーをはてなブックマークに追加
ID 49136
本文ファイル
著者
Asim, Das
Sharmin Huq
Ishida, Yoko 教育開発国際協力研究センター 広大研究者総覧
Kusakabe, Tatsuya 教育開発国際協力研究センター 広大研究者総覧
Mohd Ali Samsudin
Yakob, Nooraida
Mohamed Ismail, Shaik Abdul Malik
Moen, Melanie
Rupavijetra, Phetcharee
Kyasanku, Charles
Pham Thi Thanh Hai
Nguyen Quy Thanh
抄録(英)
Part of the formation of teacher professional identity is caused by the organizational, professional and social condition perceived by novice teachers. An international collaboration project involving seven countries across African and Asian region was set up under the name of Group C African Asian Dialogue Project in order to survey professional identity among teachers in the respected countries. This article focused on the first dimension of the research collaboration endeavor which is to study the organizational, professional and social condition perceived by novice teachers in Bangladesh, Japan, Malaysia, South Africa, Thailand, Uganda and Vietnam. Novice teachers were chosen as the samples of the study as they are in the crucial position in coping with the transition from being considered as preservice teachers to in-service teachers. The challenges arise when they have to accommodate with what they have learnt in the classroom at the university with the challenges and the realities in the school setting to rationalize the significance of professional identities among the novice teachers. The findings of this study are reported based on the percentage response distribution of each items asked in the questionnaire. The results showed that there are some uniformity and variability on how novice teachers perceive their organizational, professional and social condition in the context of their professional identity.
内容記述
Group C: Teacher Professional Development
・Work in this project was funded by a grant funded by Universiti Sains Malaysia, Research University Grant under the account number 1001/PGURU/816280.
・Work in this project was supported by The Network of the “Africa-Asia University Dialogue for Educational Development” (A-A Dialogue)
・This work was supported by the Vietnam National University, Hanoi research fund [grant number QG.16.85].
掲載誌名
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
6巻
開始ページ
99
終了ページ
119
出版年月日
2019-06
出版者
広島大学教育開発国際協力研究センター
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
単行書の章
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
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
関連情報URL
部局名
教育開発国際協力研究センター
他の一覧