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/00035092
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

Lesson Study in Mpumalanga Province, South Africa

小澤 大成
fulltext
83.1 KB
CICEseries_5-3_175.pdf
About This Article
Rights
Copyright (c) 2013 広島大学教育開発国際協力研究センター
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