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アイテム
ケニア小学校教師のインクルーシブ教育に対するジレンマ : 理念と実践の狭間で
https://doi.org/10.15027/47093
https://doi.org/10.15027/4709362a09b43-a5c9-423f-b737-62cd1aa72a8d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JICE_21-1_47.pdf (672.6 KB)
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| 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 | ケニア小学校教師のインクルーシブ教育に対するジレンマ : 理念と実践の狭間で | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Primary School Teachers’ Dilemma of Inclusive Education in Kenya: Between Principle and Practice | |||||||||
| 言語 | en | |||||||||
| 作成者 |
大塲, 麻代
× 大塲, 麻代
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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) 2018 広島大学教育開発国際協力研究センター | |||||||||
| 主題 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | This paper investigates how well teachers understand Kenya’s policy of inclusive education and explores the dilemma they face between the principle and practice. Previous studies have shown that teachers are the key for the implementation of inclusive education. While the Kenyan government shows her commitment to inclusive education, the extent of her support for teachers on the ground are not well known. The study was conducted in Nairobi and Marsabit in 2016/17 for a total of four weeks. The study utilizes data collected from 20 schools using questionnaires administered for 200 teachers, semi-structured interviews with 20 head/deputy teachers and one focus group discussion with six teachers. In addition, the study interviewed officials in each county. The fi ndings have revealed that teachers do not fully understand the policy of inclusive education due to the lack of adequate training opportunities. Furthermore, teachers express the dilemma between the principle and the practice of implementing inclusive education. While the government has enacted the policy of inclusive education, it has created a dilemma for schools regarding whether to continue admitting children with disabilities because it is their right or to resist due to inadequate school environment, including teachers’ capacity. This paper recommends a deeper refl ection on the operationalization of the policy of inclusive education, particularly regarding community sensitization, teacher training and school funding. | |||||||||
| 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 | jpn | |||||||||
| 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 | 10.15027/47093 | |||||||||
| 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 | 47 | |||||||||
| 書誌情報 |
国際教育協力論集 Journal of international cooperation in education 巻 21, 号 1, p. 47-59, 発行日 2018-10-31 |
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| 見出し | ||||||||||
| 大見出し | 研究論文 | |||||||||
| 言語 | ja | |||||||||
| 見出し | ||||||||||
| 大見出し | Article | |||||||||
| 言語 | en | |||||||||
| 旧ID | 47093 | |||||||||
