Mobile schools: pastoralism, ladders of learning, teacher education
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Opladen ; Berlin ; Toronto
Verlag Barbara Budrich
2021
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | 230 Seiten Illustrationen |
| ISBN: | 9783847425120 3847425129 |
Staff View
MARC
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| 100 | 1 | |a Schaller, Theresa |d 1990- |e Verfasser |0 (DE-588)122498367X |4 aut | |
| 245 | 1 | 0 | |a Mobile schools |b pastoralism, ladders of learning, teacher education |c Theresa Schaller, Ruth Würzle |
| 264 | 1 | |a Opladen ; Berlin ; Toronto |b Verlag Barbara Budrich |c 2021 | |
| 300 | |a 230 Seiten |b Illustrationen | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 0 | 7 | |a Nomade |0 (DE-588)4042452-2 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Lehrerbildung |0 (DE-588)4035093-9 |2 gnd |9 rswk-swf |
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| 651 | 7 | |a Kenia |0 (DE-588)4030236-2 |2 gnd |9 rswk-swf | |
| 653 | |a Daasanach | ||
| 653 | |a Daasanach | ||
| 653 | |a flexibility | ||
| 653 | |a Flexibilität | ||
| 653 | |a Illeret Nomadic Education System (INES) | ||
| 653 | |a Illeret Nomadic Education System (INES) | ||
| 653 | |a international cooperation | ||
| 653 | |a internationale Zusammenarbeit | ||
| 653 | |a Ladders Of Learning | ||
| 653 | |a learning | ||
| 653 | |a Lehrerbildung | ||
| 653 | |a Lernen | ||
| 653 | |a Lernleitern | ||
| 653 | |a mobile Schulen | ||
| 653 | |a mobility | ||
| 653 | |a Mobilität | ||
| 653 | |a Pastoralisten | ||
| 653 | |a school | ||
| 653 | |a Schule | ||
| 653 | |a teacher training | ||
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| 689 | 0 | 4 | |a Lehrerbildung |0 (DE-588)4035093-9 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Würzle, Ruth |d 1988- |e Verfasser |0 (DE-588)1224983734 |4 aut | |
| 710 | 2 | |a Verlag Barbara Budrich |0 (DE-588)1064127169 |4 pbl | |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-3-8474-1656-2 |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-032492746 | ||
| 883 | 1 | |8 1\p |a vlb |d 20201127 |q DE-101 |u https://d-nb.info/provenance/plan#vlb | |
Record in the Search Index
| _version_ | 1804182100231847936 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
PREFACE
-
WHY
DO
WE
ASK
QUESTIONS?
......................................................................................
9
INTRODUCTION
.................................................................................................................................
11
PART
I
DAASANACH
PASTORALISTS
AND
EDUCATION
PROVISION
...................................................
13
1.
HOW
DO
DAASANACH
PASTORALISTS
LIVE?
.................................................................................
14
1.1
HOMELAND
AREA
................................................................................................................
15
1.2
LIVELIHOOD
.........................................................................................................................
18
1.3
SOCIAL
ORGANISATION
.........................................................................................................
21
1.4
CELEBRATIONS
......................................................................................................................
29
1.5
INDIGENOUS
KNOWLEDGE
....................................................................................................
32
2.
WHY
IS
EDUCATION
PROVISION
FOR
DAASANACH
PASTORALISTS
DIFFICULT?
..................................
36
2.1
KENYAN
PRIMARY
EDUCATION
SYSTEM
................................................................................
37
2.2
AMBIGUITY
ABOUT
SCHOOLING
AND
EDUCATION
...................................................................
39
2.3
STANDARDISED
CURRICULUM
.................................................................................................
40
2.4
LANGUAGE
BARRIER
..............................................................................................................
41
2.5
FIXED
SCHOOLS
FOR
MOBILE
COMMUNITIES
.........................................................................
42
2.6
LACK
OF
INFRASTRUCTURE
......................................................................................................
44
2.7
ALIENATION
FROM
TRADITIONAL
CULTURAL
IDENTITY
...............................................................
45
2.8
LESSONS
LEARNED
...............................................................................................................
47
PERSONAL
NOTES
OF
THE
AUTHORS
...............................................................................................
47
3.
WHAT
ARE
INTERNATIONAL
APPROACHES
TO
MOBILE
EDUCATION?
...............................................
50
3.1
TENT
SCHOOLS
IN
IRAN
........................................................................................................
50
3.2
RADIO
EDUCATION
IN
MONGOLIA
..........................................................................................
51
3.3
QURANIC
SCHOOLS
IN
SOMALIA
AND
KENYA
.........................................................................
51
3.4
MOBILE
SCHOOLS
IN
KENYA
................................................................................................
52
3.5
LESSONS
LEARNED
...............................................................................................................
54
4.
WHAT
ARE
THE
WISHES
OF
DAASANACH
PASTORALISTS
WITH
REGARD
TO
EDUCATION?
....................
58
4.1
WHICH
FORM
OF
SCHOOL
SERVICE
IS
DESIRED?
................................................................
58
6
4.2
WHAT
SHOULD
BE
LEARNED
AT
SCHOOL?
...............................................................................
61
4.3
WHO
MAY
ATTEND
SCHOOL?
................................................................................................
62
4.4
WHAT
ARE
THE
FUTURE
PERSPECTIVES
FOR
PUPILS?
................................................................
63
4.5
WHO
SHOULD
TEACH?
..........................................................................................................
65
4.6
LESSONS
LEARNED
................................................................................................................
67
PERSONAL
NOTES
OF
THE
AUTHORS
................................................................................................
68
PART
II
INTERNATIONAL
COOPERATION
..........................................................................................
69
5.
WHAT
IS
THE
PEDAGOGICAL
PERSPECTIVE
ON
DEVELOPMENT?
.....................................................
70
5.1
DEVELOPMENT
EDUCATION
...................................................................................................
70
5.2
EDUCATION
SHOULD
FOSTER
MATURITY
...................................................................................
71
5.3
CULTURE
DEPENDENCY
OF
DEVELOPMENT
.............................................................................
72
5.4
MONTESSORI
*
S
DEVELOPMENT
PEDAGOGY
............................................................................
74
5.5
LESSONS
LEARNED
................................................................................................................
75
PERSONAL
NOTES
OF
THE
AUTHORS
................................................................................................
76
6.
WHAT
IS
THE
PEDAGOGICAL
PERSPECTIVE
ON
DEVELOPMENT?
.....................................................
78
6.1
CHANGING
CONCEPTS
AND
DEFINITIONS
................................................................................
78
6.2
INTERNATIONAL
COOPERATION
OF
INES
..................................................................................
79
6.3
PARTICIPATION
AND
PARTNERSHIP
APPROACH
.........................................................................
81
PERSONAL
NOTES
OF
THE
AUTHORS
................................................................................................
83
7.
WHAT
IS
THE
PLAN
OF
THE
INES
PROJECT?
..................................................................................
86
7.1
CENTRAL
ISSUE
......................................................................................................................
86
7.2
FORCES
AND
ACTORS
..............................................................................................................
87
7.3
PROJECT
VISION
AND
MISSION
..............................................................................................
88
7.4
PARTNER
LANDSCAPE
.............................................................................................................
90
7.5
DESIRED
OUTCOME
AND
PROGRESS
MARKERS
........................................................................
91
7.6
STRATEGY
MAP
AND
TASKS
...................................................................................................
92
PERSONAL
NOTES
OF
THE
AUTHORS
................................................................................................
93
PART
III
LEARNING
SYSTEM
AND
TEACHER
EDUCATION
..............................................................
95
8.
WHAT
IS
THE
SYSTEM
LADDERS
OF
LEARNING
ABOUT?
.................................................................
96
7
8.1
LADDERS
OF
LEARNING
COME
FROM
INDIA
...........................................................................
97
8.2
MOBILE
SCHOOL
CONCEPT
WITH
THE
SYSTEM
LADDERS
OF
LEARNING
..................................
99
8.3
(DE)CONSTRUCTION
OF
LEARNING
CONTENTS
........................................................................
99
8.4
SUPPORT
SYSTEM
FOR
LEARNING
AND
TEACHING
.................................................................
104
8.5
DAILY
SCHOOL
SCHEDULE
...................................................................................................
110
8.6
PREPARED
LEARNING
ENVIRONMENT
....................................................................................
112
8.7
MONITORING
TOOLS
............................................................................................................
118
PERSONAL
NOTES
OF
THE
AUTHORS
.............................................................................................
119
9.
HOW
DO
THE
LEARNERS
START
SCHOOLING?
..............................................................................
122
9.1
RELATEDNESS-ORIENTED
BACKGROUND
.................................................................................
122
9.2
LINEAR
STRUCTURE
OF
THE
LADDER
OF
LEARNING
..................................................................
125
9.3
EACH
MILESTONE
INTRODUCES
A
DIFFERENT
DOMAIN
..........................................................
127
9.4
JOYFUL
LEARNING
ACTIVITIES
.............................................................................................
130
PERSONAL
NOTES
OF
THE
AUTHORS
.............................................................................................
132
10.
HOW
DO
THE
LEARNERS
ACQUIRE
LITERACY?
..........................................................................
136
10.1
LITERACY
IN
THE
MOTHER
TONGUE
....................................................................................
136
10.2
PASTORALIST
LIFESTYLE
IN
THE
DESIGN
..............................................................................
138
10.3
GUIDELINES
FOR
THE
LEARNERS
.........................................................................................
140
10.4
LEARNING
ACTIVITIES
.......................................................................................................
144
10.5
DEVELOPMENT
PROCESS
...................................................................................................
146
10.6
DIFFERENCES
AND
SIMILARITIES
OF
THE
FIRST
TWO
LADDERS
OF
LEARNING
........................
147
PERSONAL
NOTES
OF
THE
AUTHORS
.............................................................................................
149
11.
HOW
DOES
INES
DEVELOP
LADDERS
OF
LEARNING?
............................................................
152
11.1
ANALYSIS
OF
THE
MATHEMATICS
CURRICULUM
AND
TEXTBOOKS
........................................
153
11.2
MATHEMATICAL
TEST
WITH
DAASANACH
CHILDREN
............................................................
154
11.3
MATHEMATICAL
FIELD
RESEARCHES
IN
THE
CATCHMENT
AREA
..........................................
157
11.4
DEVELOPMENT
PROCESS
OF
THE
MATHEMATICS
LADDER
OF
LEARNING
..............................
158
PERSONAL
NOTES
OF
THE
AUTHORS
.............................................................................................
165
12.
HOW
DOES
INES
EMPOWER
MOBILE
TEACHERS?
................................................................
168
8
12.1
COMMUNITY
PARTICIPATION
.............................................................................................
169
12.2
BECOMING
A
MOBILE
TEACHER
........................................................................................
170
12.3
PREPARATION
MODULE
.......................................................................................................
173
12.4
MODULE
1
-
BASICS
..........................................................................................................
175
12.5
MODULE
2
-
INTRODUCTION
LADDER
OF
LEARNING
..............................................................
180
12.6
MODULE
3
-
START
OF
THE
MOBILE
SCHOOL
.......................................................................
182
12.7
FURTHER
MODULES
-
ADDITIONAL
SUBJECT
LADDERS
OF
LEARNING
....................................
185
CONCLUSION
.................................................................................................................................
187
AFTERWORD
-
WHAT
DO
WE
SEE
NOW?
.......................................................................................
189
APPENDIX
-
PHOTOGRAPHS
AND
GRAPHICS
...................................................................................
191
WORKS
CITED
...............................................................................................................................223
|
| adam_txt |
TABLE
OF
CONTENTS
PREFACE
-
WHY
DO
WE
ASK
QUESTIONS?
.
9
INTRODUCTION
.
11
PART
I
DAASANACH
PASTORALISTS
AND
EDUCATION
PROVISION
.
13
1.
HOW
DO
DAASANACH
PASTORALISTS
LIVE?
.
14
1.1
HOMELAND
AREA
.
15
1.2
LIVELIHOOD
.
18
1.3
SOCIAL
ORGANISATION
.
21
1.4
CELEBRATIONS
.
29
1.5
INDIGENOUS
KNOWLEDGE
.
32
2.
WHY
IS
EDUCATION
PROVISION
FOR
DAASANACH
PASTORALISTS
DIFFICULT?
.
36
2.1
KENYAN
PRIMARY
EDUCATION
SYSTEM
.
37
2.2
AMBIGUITY
ABOUT
SCHOOLING
AND
EDUCATION
.
39
2.3
STANDARDISED
CURRICULUM
.
40
2.4
LANGUAGE
BARRIER
.
41
2.5
FIXED
SCHOOLS
FOR
MOBILE
COMMUNITIES
.
42
2.6
LACK
OF
INFRASTRUCTURE
.
44
2.7
ALIENATION
FROM
TRADITIONAL
CULTURAL
IDENTITY
.
45
2.8
LESSONS
LEARNED
.
47
PERSONAL
NOTES
OF
THE
AUTHORS
.
47
3.
WHAT
ARE
INTERNATIONAL
APPROACHES
TO
MOBILE
EDUCATION?
.
50
3.1
TENT
SCHOOLS
IN
IRAN
.
50
3.2
RADIO
EDUCATION
IN
MONGOLIA
.
51
3.3
QURANIC
SCHOOLS
IN
SOMALIA
AND
KENYA
.
51
3.4
MOBILE
SCHOOLS
IN
KENYA
.
52
3.5
LESSONS
LEARNED
.
54
4.
WHAT
ARE
THE
WISHES
OF
DAASANACH
PASTORALISTS
WITH
REGARD
TO
EDUCATION?
.
58
4.1
WHICH
FORM
OF
SCHOOL
SERVICE
IS
DESIRED?
.
58
6
4.2
WHAT
SHOULD
BE
LEARNED
AT
SCHOOL?
.
61
4.3
WHO
MAY
ATTEND
SCHOOL?
.
62
4.4
WHAT
ARE
THE
FUTURE
PERSPECTIVES
FOR
PUPILS?
.
63
4.5
WHO
SHOULD
TEACH?
.
65
4.6
LESSONS
LEARNED
.
67
PERSONAL
NOTES
OF
THE
AUTHORS
.
68
PART
II
INTERNATIONAL
COOPERATION
.
69
5.
WHAT
IS
THE
PEDAGOGICAL
PERSPECTIVE
ON
DEVELOPMENT?
.
70
5.1
DEVELOPMENT
EDUCATION
.
70
5.2
EDUCATION
SHOULD
FOSTER
MATURITY
.
71
5.3
CULTURE
DEPENDENCY
OF
DEVELOPMENT
.
72
5.4
MONTESSORI
*
S
DEVELOPMENT
PEDAGOGY
.
74
5.5
LESSONS
LEARNED
.
75
PERSONAL
NOTES
OF
THE
AUTHORS
.
76
6.
WHAT
IS
THE
PEDAGOGICAL
PERSPECTIVE
ON
DEVELOPMENT?
.
78
6.1
CHANGING
CONCEPTS
AND
DEFINITIONS
.
78
6.2
INTERNATIONAL
COOPERATION
OF
INES
.
79
6.3
PARTICIPATION
AND
PARTNERSHIP
APPROACH
.
81
PERSONAL
NOTES
OF
THE
AUTHORS
.
83
7.
WHAT
IS
THE
PLAN
OF
THE
INES
PROJECT?
.
86
7.1
CENTRAL
ISSUE
.
86
7.2
FORCES
AND
ACTORS
.
87
7.3
PROJECT
VISION
AND
MISSION
.
88
7.4
PARTNER
LANDSCAPE
.
90
7.5
DESIRED
OUTCOME
AND
PROGRESS
MARKERS
.
91
7.6
STRATEGY
MAP
AND
TASKS
.
92
PERSONAL
NOTES
OF
THE
AUTHORS
.
93
PART
III
LEARNING
SYSTEM
AND
TEACHER
EDUCATION
.
95
8.
WHAT
IS
THE
SYSTEM
LADDERS
OF
LEARNING
ABOUT?
.
96
7
8.1
LADDERS
OF
LEARNING
COME
FROM
INDIA
.
97
8.2
MOBILE
SCHOOL
CONCEPT
WITH
THE
SYSTEM
LADDERS
OF
LEARNING
.
99
8.3
(DE)CONSTRUCTION
OF
LEARNING
CONTENTS
.
99
8.4
SUPPORT
SYSTEM
FOR
LEARNING
AND
TEACHING
.
104
8.5
DAILY
SCHOOL
SCHEDULE
.
110
8.6
PREPARED
LEARNING
ENVIRONMENT
.
112
8.7
MONITORING
TOOLS
.
118
PERSONAL
NOTES
OF
THE
AUTHORS
.
119
9.
HOW
DO
THE
LEARNERS
START
SCHOOLING?
.
122
9.1
RELATEDNESS-ORIENTED
BACKGROUND
.
122
9.2
LINEAR
STRUCTURE
OF
THE
LADDER
OF
LEARNING
.
125
9.3
EACH
MILESTONE
INTRODUCES
A
DIFFERENT
DOMAIN
.
127
9.4
JOYFUL
LEARNING
ACTIVITIES
.
130
PERSONAL
NOTES
OF
THE
AUTHORS
.
132
10.
HOW
DO
THE
LEARNERS
ACQUIRE
LITERACY?
.
136
10.1
LITERACY
IN
THE
MOTHER
TONGUE
.
136
10.2
PASTORALIST
LIFESTYLE
IN
THE
DESIGN
.
138
10.3
GUIDELINES
FOR
THE
LEARNERS
.
140
10.4
LEARNING
ACTIVITIES
.
144
10.5
DEVELOPMENT
PROCESS
.
146
10.6
DIFFERENCES
AND
SIMILARITIES
OF
THE
FIRST
TWO
LADDERS
OF
LEARNING
.
147
PERSONAL
NOTES
OF
THE
AUTHORS
.
149
11.
HOW
DOES
INES
DEVELOP
LADDERS
OF
LEARNING?
.
152
11.1
ANALYSIS
OF
THE
MATHEMATICS
CURRICULUM
AND
TEXTBOOKS
.
153
11.2
MATHEMATICAL
TEST
WITH
DAASANACH
CHILDREN
.
154
11.3
MATHEMATICAL
FIELD
RESEARCHES
IN
THE
CATCHMENT
AREA
.
157
11.4
DEVELOPMENT
PROCESS
OF
THE
MATHEMATICS
LADDER
OF
LEARNING
.
158
PERSONAL
NOTES
OF
THE
AUTHORS
.
165
12.
HOW
DOES
INES
EMPOWER
MOBILE
TEACHERS?
.
168
8
12.1
COMMUNITY
PARTICIPATION
.
169
12.2
BECOMING
A
MOBILE
TEACHER
.
170
12.3
PREPARATION
MODULE
.
173
12.4
MODULE
1
-
BASICS
.
175
12.5
MODULE
2
-
INTRODUCTION
LADDER
OF
LEARNING
.
180
12.6
MODULE
3
-
START
OF
THE
MOBILE
SCHOOL
.
182
12.7
FURTHER
MODULES
-
ADDITIONAL
SUBJECT
LADDERS
OF
LEARNING
.
185
CONCLUSION
.
187
AFTERWORD
-
WHAT
DO
WE
SEE
NOW?
.
189
APPENDIX
-
PHOTOGRAPHS
AND
GRAPHICS
.
191
WORKS
CITED
.223 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Schaller, Theresa 1990- Würzle, Ruth 1988- |
| author_GND | (DE-588)122498367X (DE-588)1224983734 |
| author_facet | Schaller, Theresa 1990- Würzle, Ruth 1988- |
| author_role | aut aut |
| author_sort | Schaller, Theresa 1990- |
| author_variant | t s ts r w rw |
| building | Verbundindex |
| bvnumber | BV047086050 |
| classification_rvk | DN 7000 DV 2410 |
| ctrlnum | (OCoLC)1235886781 (DE-599)DNB1222294273 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| geographic | Kenia (DE-588)4030236-2 gnd |
| geographic_facet | Kenia |
| id | DE-604.BV047086050 |
| illustrated | Illustrated |
| index_date | 2024-07-03T16:17:52Z |
| indexdate | 2024-07-10T09:02:11Z |
| institution | BVB |
| institution_GND | (DE-588)1064127169 |
| isbn | 9783847425120 3847425129 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032492746 |
| oclc_num | 1235886781 |
| open_access_boolean | |
| owner | DE-739 DE-20 DE-11 |
| owner_facet | DE-739 DE-20 DE-11 |
| physical | 230 Seiten Illustrationen |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | Verlag Barbara Budrich |
| record_format | marc |
| spelling | Schaller, Theresa 1990- Verfasser (DE-588)122498367X aut Mobile schools pastoralism, ladders of learning, teacher education Theresa Schaller, Ruth Würzle Opladen ; Berlin ; Toronto Verlag Barbara Budrich 2021 230 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Nomade (DE-588)4042452-2 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Kenia (DE-588)4030236-2 gnd rswk-swf Daasanach flexibility Flexibilität Illeret Nomadic Education System (INES) international cooperation internationale Zusammenarbeit Ladders Of Learning learning Lehrerbildung Lernen Lernleitern mobile Schulen mobility Mobilität Pastoralisten school Schule teacher training Kenia (DE-588)4030236-2 g Nomade (DE-588)4042452-2 s Kind (DE-588)4030550-8 s Unterricht (DE-588)4062005-0 s Lehrerbildung (DE-588)4035093-9 s DE-604 Würzle, Ruth 1988- Verfasser (DE-588)1224983734 aut Verlag Barbara Budrich (DE-588)1064127169 pbl Erscheint auch als Online-Ausgabe 978-3-8474-1656-2 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032492746&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20201127 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Schaller, Theresa 1990- Würzle, Ruth 1988- Mobile schools pastoralism, ladders of learning, teacher education Nomade (DE-588)4042452-2 gnd Lehrerbildung (DE-588)4035093-9 gnd Unterricht (DE-588)4062005-0 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4042452-2 (DE-588)4035093-9 (DE-588)4062005-0 (DE-588)4030550-8 (DE-588)4030236-2 |
| title | Mobile schools pastoralism, ladders of learning, teacher education |
| title_auth | Mobile schools pastoralism, ladders of learning, teacher education |
| title_exact_search | Mobile schools pastoralism, ladders of learning, teacher education |
| title_exact_search_txtP | Mobile schools pastoralism, ladders of learning, teacher education |
| title_full | Mobile schools pastoralism, ladders of learning, teacher education Theresa Schaller, Ruth Würzle |
| title_fullStr | Mobile schools pastoralism, ladders of learning, teacher education Theresa Schaller, Ruth Würzle |
| title_full_unstemmed | Mobile schools pastoralism, ladders of learning, teacher education Theresa Schaller, Ruth Würzle |
| title_short | Mobile schools |
| title_sort | mobile schools pastoralism ladders of learning teacher education |
| title_sub | pastoralism, ladders of learning, teacher education |
| topic | Nomade (DE-588)4042452-2 gnd Lehrerbildung (DE-588)4035093-9 gnd Unterricht (DE-588)4062005-0 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Nomade Lehrerbildung Unterricht Kind Kenia |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032492746&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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