| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2023-03-18 |
| タイトル |
|
|
タイトル |
Scaling up Lesson Study in Urban and Rural Schools to Realize Sustainable, Inclusive Teacher Professional Development in Zambia |
|
言語 |
en |
| 作成者 |
Ishida, Yoko
Mwanza, Peggy
Luchembe, Musonda
Masaiti, Gift
Peggy Nsama
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 権利情報 |
|
|
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 |
| 内容記述 |
|
|
内容記述 |
A case study was conducted by employing exploratory sequential design of the mixed methods design to understand the progress and effectiveness of the government’s scaling up process of the lesson study approach in Zambia, which started in a few pilot provinces and then moved to the non-pilot provinces. The major objectives of the study were to understand how the benefits of the scaling up of lesson study have reached school management and teachers; how the concept and method of lesson study and student-centred learning are understood, interpreted and practised by teachers in the non-pilot provinces; how the cognitive and non-cognitive developments of the students are observed in the classrooms; and to identify inhibiting factors in realizing an inclusive, quality education in the process of scaling up the use of lesson study. The findings of the study indicated that lesson study activities were conducted in schools because they had to follow the government policy in one of the non-pilot provinces, Lusaka Province of Zambia. However, the concept and/or methods of the lesson study were not properly understood or practised by the teachers. This paper suggests that to realize the substantial scaling up of the lesson study, not only policy dissemination or cascade-type training, but also school-based training and follow-up for teachers need to be conducted and strengthened, and headteachers and local education officers should provide teachers with the necessary skills and resources. |
|
言語 |
en |
| 内容記述 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
Group C: Teacher Professional Development |
| 内容記述 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
This work was supported by the UNU-IAS (United Nations University – Institute for the Advanced Study of Sustainability) Grant for Global Sustainability (GGS) in FY2016. |
| 出版者 |
|
|
出版者 |
広島大学教育開発国際協力研究センター |
| 言語 |
|
|
言語 |
eng |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| 関連情報 |
|
|
|
識別子タイプ |
URI |
|
|
関連識別子 |
https://home.hiroshima-u.ac.jp/cice/?page_id=3340 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
BA52782320 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
BB29255117 |
| 開始ページ |
|
|
開始ページ |
247 |
| 書誌情報 |
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
CICE Series
巻 6,
p. 247-269,
発行日 2019-06
|
| 旧ID |
49146 |
CICEseries_6_247.pdf (520.1 KB)
