本質的学習環境(SLE)の授業開発におけるザンビア人教師2名の成長と課題
2012 年 18 巻 2 号 p. 13-21
詳細
2012 年 18 巻 2 号 p. 13-21
The paper discusses how two Zambian teachers at the basic level successfully changed their teaching and their views on students, teaching materials and their own teaching during lesson development in collaboration with the author. As a result of examining the continuous cycles of planning, implementing, and reflecting lessons based on SLE, the author concludes that both of the teachers drastically improved their teaching techniques that met students' learning and developed their reflective observations on students' learning. On the other hand, there were insufficient mathematical content-based discussions. That was not only because of teachers' faults, but also because of other related issues such as inflexible curriculum, students' abilities, and the ways of collaborations by the author.
