Quality Teacher Education in Cameroon The Role of Sociocultural Backgrounds in Pedagogical Reform Projects

Eine qualitätsorientierte Lehrer*innenbildung verbessert die Qualität von Lehr- und Lernprozessen. Welche Rolle spielt dabei der soziokuklturelle Hintergrund? Das Buch beleuchtet, wie der soziokulturelle Hintergrund der Akteur*innen die Qualität der Lehrer*innenausbildung im Rahmen eines pädagog...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Hassana, Hamidou Dr. phil (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Leverkusen-Opladen Budrich Academic Press 2022
Edición:1st.
Temas:
Teachers > Training of > Cameroon.
Educational change > Cameroon.
Enseignants > Formation > Cameroun.
Enseignement > Réforme > Cameroun.
Educational change
Teachers > Training of
Cameroon
Lehrer*innen
quality teacher education
Ausbildung
sociocultural backgrounds
international reform pedagogy
qualitätsorientierte Lehrer*innenbildung
intercultural reform pedagogy
soziokultureller Hintergrund
Bildung as a transformative process
interkulturelle Reformpädagogik
empirical qualitative research
internationale Reformpädagogik
Bildung als transformativer Prozess
documentary method
empirische qualitative Forschung
inference analysis
dokumentarische Methode
Evangelical Church of Cameroon
Inferenzanalyse
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Frontmatter
  • Cover
  • Quality Teacher Education in Cameroon
  • Table of Contents
  • Dedication
  • Acknowledgments
  • 1 Introduction: The Problem of Sociocultural Backgrounds (SCBs) and Quality Teacher Education (QTE) in Cameroon, Africa
  • 1.1 Introductory remarks about QTE reforms in Cameroon, Africa
  • 1.2 Preliminary Backgrounds of the Pedagogical Reform Principles of the UEC
  • 1.3 Empiric Introduction to the Problem of the Study
  • 1.4 The Problem of the Study, Related Research Questions, and the Scope
  • 1.5 Interest and Significance of the Study
  • 1.6 Organization of the Book
  • Part 1: Contextual and Theoretical Frameworks of the Concepts of Sociocultural Backgroundsand Quality Teacher Education in Cameroon, Africa
  • 2 Understanding the Concepts of Sociocultural Backgrounds (SCBs) and Quality Teacher Education (QTE) from a Theoretical Perspective of Bildung as a Transformative Process, according to and beyond Bourdieu's Theory of Habitus and Capital Forms
  • 2.1 Understanding the Concepts of SCBs and QTE within the Complex Multi-Cultural Context of Cameroon, Africa
  • 2.2 SCBs and the QTE in Cameroon, Africa: An Empiric Research Perspective of the Theory of Bildung as a Transformative Process (BTP)
  • 2.3 SCBs as World-Self-Relations, Habitus, Frame of Orientation, Social and Cultural Capitals and the Conjunctive Space of Experience?
  • 3 General Trends in Education, Teacher Education Reforms in Cameroon
  • 3.1 An Overview of the Educational Systems in Cameroon
  • 3.2 Some Reforms of the Education Systems in Cameroon
  • 3.3 The Teacher Education Systems in Cameroon
  • 4 Reconstructing and Discussing Pedagogical Reform Ideas Sustaining the EEC Educational Projects in Mbouo
  • 4.1 Backgrounds to the Pedagogical Reform Principles of IPSOM-UEC
  • 4.2 Principle of the Diversity of Meaning vs. the Principle of Unique Meaning (Sens Divers vs. Sens Unique)
  • 4.3 The Development of the Principe d'Interaction (Principle of Interaction) in EP-ER, IPSOM-UEC
  • 4.4 The Development of the Principe de la Responsabilité Réciproque (Principle of Reciprocal or Corporate Responsibility)
  • 5 Reconstructing the Development Process of the Pedagogical Reform Projects of EEC in Mbouo-Bandjoun
  • 5.1 The Project Ecole Pilote (EP) and Ecole de Référence (ER) of Mbouo
  • 5.2 The Project IPSOM
  • 5.3 The UEC's Development from the SCB of Power Relations
  • 5.4 Conjugation of Individual Interests as a Building Block of the Projects?
  • 6 The Reception of the Pedagogical Reform Ideas in EP-ER and IPSOM-UEC
  • 6.1 Moukoko Priso's Contribution to the Discussion and Development of the Pedagogical Reform Principles at the UEC
  • 6.2 Philosophical Reflection on the Principles

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