The Impact of Peer Collaboration in Enhancing Mathematics Teachers’ Pedagogical Content Knowledge and Skills : Lessons from Tanzania

( 最大 2000 件 )
URI http://www.naruto-u.ac.jp/repository/metadata/721
ファイル
本文言語
英語
区分
鳴門教育大学
掲載誌名
鳴門教育大学国際教育協力研究
出版物タイトル(別表記)
NUE Journal of International Educational Cooperation
出版者
鳴門教育大学教員教育国際協力センター
出版者(別表記)
International Cooperation Center for the Teacher Education and Training, Naruto University of Education
ISSN
1881-0799
NCID
AA12234503
4
開始ページ
43
終了ページ
54
並び順
10
発行日
2009/7/22
タイトル

The Impact of Peer Collaboration in Enhancing Mathematics Teachers’ Pedagogical Content Knowledge and Skills : Lessons from Tanzania

著者
著者 Kitta Septimi
チョシャ
Author
所属 University of Dar es Salaam, Tanzania (UDSM)
Affiliate
著者 Mafumiko Fidelice M. S.
チョシャ
Author
所属 Dar es Salaam University College of Education- A constituent college of UDSM, Tanzania
Affiliate
記事種別(日)
研究論文
記事種別(英)
Research Article
抄録(日)

タンザニア政府の数学教員の教授学的知識と技術を向上させるための現職教員研修は大きな課題を抱えているとされている.今回確率分野を事例としてO レベル数学教員6名と12学年生徒130名を対象に,観察,聞き取り調査および学生に対するテストを行い,数学教員支援恊働(COSMAT)プログラムの評価を行った.その結果,数学教員はプログラムを通じ,恊働するようになり,教授学的知識と技術を向上させている.また活動中心の確率の授業を受講することで学生の成績も前後で向上している.従ってプログラムが正の影響を与えていることがわかった.

抄録(英)

It is reported that the Tanzania government is facing a big challenge of organising in-service education programmes that would have impact on mathematics teachers’ pedagogical content knowledge and skills (PCK&S), which ultimately improve students’ performance in the subject. By using development research approach, a study was designed to evaluate the impact of peer collaboration with the use exemplary materials in probability. The investigation involved 6 ordinary level (junior secondary) mathematics teachers and 130 Form 4 (12th Graders) mathematics students. In data collection, the study used triangulation process that involved observation of collaborative activities, interviews, and student test. Findings from this study revealed that teachers had adopted the collaborative activities that were promoted through the programme for the purpose of enhancing their PCK&S. Moreover, they were also stimulated to conduct other collaborative activities. Findings from students’ test results showed that there was a significant difference between pre-test and post-test scores, demonstrating that students gained knowledge as a result of activity-based probability lessons. Combining the results from teachers’ experiences with peer collaboration and students’ learning, it can be concluded that the COllaboration to Support MAthematics Teachers (COSMAT) programme had yielded a positive impact on teachers’ PCK&S and teacher collaboration.

キーワード(英)
Development research
peer collaboration
exemplary materials
school-based seminars and activity-based teaching
論文のバージョン
publisher
本文の有無
本文あり
資料タイプ
紀要論文
〒772-8502 徳島県鳴門市鳴門町高島字中島748番地
Copyright(C)2011- Naruto University of Education. All Rights Reserved.