@article{oai:naruto.repo.nii.ac.jp:00027629,
 author = {小野, 由美子 and 近森, 憲助 and 喜多, 雅一 and 小澤, 大成 and ONO, Yumiko and CHIKAMORI, Kensuke and KITA, Masakazu and OZAWA, Hiroaki},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {Mpumalanga Secondary Science Initiative (MSSI) Phase 1 (1999-2002) intended to institutionalize the in-service training system through cascading workshop contents, with Curriculum Implementers (CIs) as change agents. More specifically, it aimed at introducing school-based lesson study in South African schools. Lesson Study is a mode of school based, lesson focused professional development which is most commonly practiced in Japanese elementary schools. Based on own observation and secondary analysis of the reports submitted by the short term experts dispatched by JICA to support MSSI, the authors examine he process of introduction and reception of the concept of lesson study in the project. In the analysis, we take the effects of political symbolism elaborated by Jansen on MSSI into consideration. Through this qualitative analytical work, we highlight how the project team practically and frequently adopted itself to the needs of stakeholders and the change of the context for effective and efficient project implementation in order to establish the in-service training system centered on lesson study.},
 pages = {151--161},
 title = {南アフリカ中等理数科教員再訓練計画(MSSI)における授業研究の導入について : 2000-2001},
 volume = {21},
 year = {2006},
 yomi = {オノ, ユミコ and チカモリ, ケンスケ and キタ, マサカズ and オザワ, ヒロアキ}
}