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ID 35090
本文ファイル
著者
Otaala, Justine
Maani, John S.
Bakaira, Godfrey G.
キーワード
Teacher Effectiveness
curriculum
pedagogy
school practice
secondary school education
secondary school teachers
NDC
教育
抄録(英)
This study focused on establishing how the university teacher-education curriculum affects the performance of secondary school teachers. Following a descriptive survey research design, lecturers, university students, secondary school teachers and students assessed teaching and learning in their institutions. This study established that most lecturers and secondary school teachers use lecture (teacher-centred) methods. Theoretical teaching is widely practiced at both school and university levels. Teachers appreciated academic empowerment from lecturers but expressed reservation about the methodologies and management of school practice. Other factors, such as national examinations, instructional materials and teachers' remuneration also infl uence teachers' performance. It was recommended that lecturers undergo short pedagogical courses and that school practice be improved upon. The university teacher education curriculum and the examination system need to be reviewed. There exists a gap between training and practice. Universities have no mechanisms of following up and supporting their former graduates while in the field. Universities need to be more active in analyzing and improving issues concerning secondary school education than is the case now.
掲載誌名
CICE叢書5 Africa-Asia University Dialogue for Educational Development : Final Report of the Phase II Research Results : (3) Teacher Professional Development
5巻
3号
開始ページ
135
終了ページ
153
出版年月日
2013-03
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) 2013 広島大学教育開発国際協力研究センター
部局名
教育開発国際協力研究センター
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