Ausgabe 4/2016, 39. Jahrgang S. 20–26
Empirische Perspektiven friedenspädagogischen Handelns in Post-War-Societies
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This article reflects the effects of a peace education in-service teacher training in post-war Rwanda. The intervention is described and its concept discussed in the framework of different concepts of peace education. The empirical results suggest the hypothesis that such programs may show (weak) effects. The results are encouraging in so far as until now, no empirical evidence showing effects of this kind of teacher training have existed.
peace education, in-service teacher training, learnercentered education, Rwanda