{"created":"2025-02-28T08:50:02.746249+00:00","id":2021458,"links":{},"metadata":{"_buckets":{"deposit":"9be57a51-3fa2-4458-9f65-a05e72a7db19"},"_deposit":{"created_by":41,"id":"2021458","owner":"41","owners":[41],"pid":{"revision_id":0,"type":"depid","value":"2021458"},"status":"published"},"_oai":{"id":"oai:hiroshima.repo.nii.ac.jp:02021458","sets":["1727147343679:1730443164503:1730443184226"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"Teacher Professional Development in Tanzania : Perceptions and Practices","subitem_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"Komba, Willy L.","creatorNameLang":"en"}],"familyNames":[{"familyName":"Komba","familyNameLang":"en"}],"givenNames":[{"givenName":"Willy L.","givenNameLang":"en"}]},{"creatorNames":[{"creatorName":"Nkumbi, Emmanuel","creatorNameLang":"en"}],"familyNames":[{"familyName":"Nkumbi","familyNameLang":"en"}],"givenNames":[{"givenName":"Emmanuel","givenNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186499011":{"attribute_name":"Rights","attribute_value_mlt":[{"subitem_rights":"Copyright (c) 2008 「国際教育協力論集」編集委員会"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_subject":"370","subitem_subject_scheme":"NDC"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"This study focused on and critically analyses perceptions and practice of Teacher Professional Development by head teachers, primary school teachers, ward education coordinators, district education officers, school inspectors, and members of the school committee in six school districts. A total of 186 respondents were purposively sampled and reached. Data on the nature, importance, organization, motivation, adequacy of and support for Teacher Professional Development, were gathered using questionnaires, interviews and observation checklist. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Majority respondents perceived Teacher Professional Development as being important because it improves the teacher professionally, academically and technically. However, most respondents thought it was inadequately supported and motivated. At all levels (national, district, ward and school levels), Teacher Professional Development was poorly coordinated and rarely budgeted for. The findings indicate a conception and practice of Teacher Professional Development which combines both the raising of teacher academic qualifications and professional growth. This study is a significant contribution to the understanding of Teacher Professional Development in developing countries contexts where general pedagogical knowledge takes precedence over the teacher's knowledge of the subject matter.","subitem_description_language":"en"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"広島大学教育開発国際協力研究センター"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_1617186819068":{"attribute_name":"identifier_registration","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15027/34311","subitem_identifier_reg_type":"JaLC"}]},"item_1617186920753":{"attribute_name":"Source Identifier","attribute_value_mlt":[{"subitem_source_identifier":"1344-2996","subitem_source_identifier_type":"ISSN"},{"subitem_source_identifier":"AA11281847","subitem_source_identifier_type":"NCID"}]},"item_1617187024783":{"attribute_name":"開始ページ","attribute_value_mlt":[{"subitem_start_page":"67"}]},"item_1617187056579":{"attribute_name":"bibliographic_information","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2008-12-30","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"3","bibliographicPageEnd":"83","bibliographicPageStart":"67","bibliographicVolumeNumber":"11","bibliographic_titles":[{"bibliographic_title":"国際教育協力論集"},{"bibliographic_title":"Journal of International Cooperation in Education"}]}]},"item_1617258105262":{"attribute_name":"item_1617258105262","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_1617265215918":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_1617605131499":{"attribute_name":"File","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2023-03-18"}],"displaytype":"simple","filename":"JICE_11-3_67.pdf","filesize":[{"value":"1.0 MB"}],"mimetype":"application/pdf","url":{"objectType":"fulltext","url":"https://hiroshima.repo.nii.ac.jp/record/2021458/files/JICE_11-3_67.pdf"},"version_id":"ffaa9b8d-1317-4a03-b134-2636ac7dfcf4"}]},"item_1732771732025":{"attribute_name":"旧ID","attribute_value":"34311"},"item_title":"Teacher Professional Development in Tanzania : Perceptions and Practices","item_type_id":"40003","owner":"41","path":["1730443184226"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2023-03-18"},"publish_date":"2023-03-18","publish_status":"0","recid":"2021458","relation_version_is_last":true,"title":["Teacher Professional Development in Tanzania : Perceptions and Practices"],"weko_creator_id":"41","weko_shared_id":-1},"updated":"2025-06-04T05:17:40.979852+00:00"}