Literaturnachweis - Detailanzeige
Autor/in | Lange, Sarah |
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Titel | Learner orientation through professional development of teachers? Empirical results from a cascade training in Anglophone Cameroon. |
Quelle | In: Compare, 44 (2014) 4, S. 587-612Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0305-7925; 1469-3623 |
DOI | 10.1080/03057925.2013.841027 |
Schlagwörter | Bildungsforschung; Lehrerfortbildung; Didaktik; Lernerorientierung; Unterricht; Professionalisierung; Multiplikatorenfortbildung; Anglofones Afrika; Kamerun; Subsahara-Afrika |
Abstract | This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three groups of teachers in a control group design: (1) teachers participating in the in-service training, subdivided into (1a) teachers trained as multipliers and (1b) teachers trained by the multipliers, and (2) teachers who did not participate in the training. The study featured a quantitative control group design (n = 292) and is intended to contribute to the discussion on the sustainable effects of in-service teacher training in low-income countries. The data collection was conducted in 13 secondary schools in Cameroon. The results suggest that the programme had effects on the teachers' attitudes and classroom practices. (Verlag). |
Erfasst von | Externer Selbsteintrag |
Update | 2015/4 |