Learner orientation through professional development of teachers? Empirical results from a cascade training in Anglophone Cameroon.

Autor/in	Lange, Sarah
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 Link als defekt meldenVerfügbarkeit
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