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ID 35091
本文ファイル
著者
Ssebbunga-Masembe, Connie
Bisaso, Ronald
Kyasanku, Charles
Nakawuki, Rose Costa
Nakabugo, Mary Goretti
NDC
教育
抄録(英)
This article draws from a study that explored how Ugandan secondary school teachers' competences are continuously developed to cope with the ever changing trends in Science and Mathematics teaching. The study was premised on a framework of professional development that views teacher education as a continuum that includes training, recruiting, retaining, and retraining. The article argues that in Uganda more research has been focused on the first two levels of the continuum, with evidence on the last one remaining less documented. Data was largely collected from qualitative semi-structured interviews with selected policy makers, school administrators, and teachers. The interviews were complemented with an analysis of relevant documents and a workshop with the participating teachers. A thematic analysis of the data revealed three categories of existing Continuing Professional Development programmes in Uganda including those initiated by government agencies and donors; those initiated by schools; and those initiated by individual teachers. The article highlights the need for a critical examination of these existing programmes with a view to ensuring that they reinforce each other.
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
155
終了ページ
173
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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