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ID 49144
本文ファイル
著者
Kyasanku, Charles
Ssebbunga-Masembe, Connie
Kusakabe, Tatsuya 教育開発国際協力研究センター 広大研究者総覧
Ozawa, Hiroaki
抄録(英)
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
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
223
終了ページ
233
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
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