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  1. 広島大学の刊行物
  2. 国際教育協力論集
  3. 10巻1号

Supporting Teachers to Educate Marginalized Children : Teachers and Teacher Education in Afghanistan

https://doi.org/10.15027/34258
https://doi.org/10.15027/34258
207c1ab2-588d-43f1-ba37-5c23b895a994
名前 / ファイル ライセンス アクション
JICE_10-1_71.pdf JICE_10-1_71.pdf (505.5 KB)
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 Supporting Teachers to Educate Marginalized Children : Teachers and Teacher Education in Afghanistan
言語 en
作成者 Ono, Yumiko

× Ono, Yumiko

en Ono, Yumiko

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Chikamori, Kensuke

× Chikamori, Kensuke

en Chikamori, Kensuke

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Kita, Masakazu

× Kita, Masakazu

en Kita, Masakazu

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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) 2007 「国際教育協力論集」編集委員会
主題
主題Scheme NDC
主題 370
内容記述
内容記述 The Taliban effectively marginalized the school population of Afghanistan, particularly girls, who were legally forbidden to attend school. Since the fall of the Taliban Government, education has become one of the key priorities in the process of reconciliation, reconstruction and development agreed to in Bonn (Government of the Federal Republic of Germany 2001). The Ministry of Education has had to respond to a number of crucial issues in the drastic and rapid reconstruction and transformation process. Not least of these are issues related to quality—classroom teaching, the curriculum, teacher preparation. The Ministry's Compilation and Translation Department was charged with developing a new Curriculum Framework for basic education in Afghanistan, and, with the assistance of international organizations, revising textbooks in light of that new framework. This paper considers the gap between intended curriculum as represented by an ambitious and progressive new Curriculum Framework and the implemented curriculum, as observed in primary school classrooms. These observations were carried out during the course of a JICA project, STEP or Strengthening Teacher Education Program, which set out to prepare teachers' guides and train teachers in their use. The paper reports on the processes by which teachers' guides were developed and teachers trained and on largely positive effects of the introduction of these teachers' guides. The paper concludes with several recommendations as to improvements in the quality of teaching and teacher education in Afghanistan.
言語 en
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
ID登録
ID登録 10.15027/34258
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1344-2996
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA11281847
開始ページ
開始ページ 71
書誌情報 国際教育協力論集
Journal of International Cooperation in Education

巻 10, 号 1, p. 71-88, 発行日 2007-04-25
旧ID 34258
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