この文献の参照には次のURLをご利用ください : https://ir.lib.hiroshima-u.ac.jp/00035082

CICE叢書5 Africa-Asia University Dialogue for Educational Development : Final Report of the Phase II Research Results : (3) Teacher Professional Development Volume 5 Issue 3

published_at 2013-03

Foreword

黒田則博

fulltext

33.3 KB

CICEseries_5-3_i.pdf

About This Article

Rights

all_journal_index

Other Article

School-Based Continuous Teacher Professional Development : An Investigation of Practices, Opportunities and Challenges

PP. 1 - 40

Foreword

PP. i - iii

Investigating Teachers' Professional Identity and Development in Malaysia Preliminary Findings

PP. 41 - 50

Progress and Challenges Continuing Teacher Professional Development Through Lesson Study in Indonesia

PP. 51 - 60

Teacher Professional Identity and Quality Assurance in Tanzania : The Case of The University of Dar es Salaam

PP. 61 - 77

Affective and Cognitive Characteristics of Nigerian Student-Teachers : towards Developing an Effective Teacher Education Framework

PP. 79 - 97

Beginning Teachers' Professional Identity Formation in Early Science and Mathematics Teaching : What Develops?

PP. 99 - 116

Characteristics of Japan's Policies and Practices of In-service Teacher Education and Training (INSET) : Focusing on INSET for Primary Teachers before World War II

PP. 117 - 133

The Infl uence of Universities on Teacher Effectiveness at the Secondary School Level in Uganda : Kyambogo University as a Case

PP. 135 - 153

Examination of Locally and Externally-Initiated Teacher Professional Development (TPD) Programmes for Science and Mathematics Teachers in Ugandan Secondary Schools

PP. 155 - 173

Lesson Study in Mpumalanga Province, South Africa

PP. 175 - 193

Professional Development for Primary School Teachers in Madagascar : Around Teachers' Network

PP. 195 - 211