details
Monograph, Collected Work or primary publication accessible via
URN: urn:nbn:de:0111-pedocs-335929
DOI: 10.25656/01:33592; 10.3224/96665052
URN: urn:nbn:de:0111-pedocs-335929
DOI: 10.25656/01:33592; 10.3224/96665052
| Title |
Quality teacher education in Cameroon. The role of sociocultural backgrounds in pedagogical reform projects |
|---|---|
| Author |
Hassana, Hamidou   |
| Source | Opladen • Berlin • Toronto : Budrich Academic Press 2022, 390, iii S. |
| Document | full text (7.681 KB) |
| License of the document |
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| Keywords (German) | Lehrerbildung; Soziale Herkunft; Schulreform; Ausbildung; Transformation; Interkulturelle Bildung; Reformpädagogik; Lehrer; Soziokultureller Faktor; Sozialer Hintergrund; Interkulturelle Kommunikation; Lernerorientierung; Internationaler Vergleich; Internationale Zusammenarbeit; Dokumentarische Methode; Empirische Untersuchung; Qualitative Forschung; Deutschland; Kamerun |
| sub-discipline | Intercultural and International Comparative Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Monograph, Collected Work or primary publication |
| ISBN | 978-3-96665-946-8; 978-3-96665-052-6; 9783966659468; 9783966650526 |
| Language | English |
| Year of creation | 2022 |
| review status | Publishing House Lectorship |
| Abstract (English): | Quality teacher education improves the quality of teaching and learning processes. What role do the sociocultural backgrounds play here? The book highlights how actors’ sociocultural backgrounds influence the quality of teacher training within a pedagogical reform project involving participants from Cameroon and Germany. The analysis and interpretation of qualitative data shows that actors’ sociocultural backgrounds are important factors influencing international, intercultural dialogues on teacher education as well as teaching-learning interaction dynamics in classrooms. The book further discusses the influence of sociocultural contexts on learner-centered classrooms based on principles of diversity, interaction and reciprocal responsibility. (DIPF/Orig.) |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 09.07.2025 |
| Citation | Hassana, Hamidou: Quality teacher education in Cameroon. The role of sociocultural backgrounds in pedagogical reform projects. Opladen • Berlin • Toronto : Budrich Academic Press 2022, 390, iii S. - URN: urn:nbn:de:0111-pedocs-335929 - DOI: 10.25656/01:33592; 10.3224/96665052 |
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