Sociocultural Backgrounds and Quality Teacher Education in Africa - A Qualitative Case Study of Pedagogical Reform Projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon

Sep 4, 2026

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A doctoral dissertation examining sociocultural backgrounds and quality teacher education in Africa through a qualitative case study of pedagogical reform projects initiated by the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon. The work addresses how reform efforts shape educational processes, teacher preparation, and pedagogical understanding within changing social contexts. It is based on formal academic research procedures under doctoral supervision and includes a statutory declaration regarding independent authorship and plagiarism checking.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages403

Reading Time16 h 56 min

AccessFree to download

Doctoral Thesis Information

Author and Institution

Dissertation Submission and Degrees

Disputation Details

Members of the Examining Board

Statutory Declaration

Eidesstattliche Erklärung

Dedication

Acknowledgements

Doctoral thesis Sociocultural Backgrounds and Quality Teacher Education in Africa: A Qualitative Case Study of Pedagogical Reform Projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon Hamidou Hassana Hamburg, May 2021 Universität Hamburg Fakultät für Erziehungswissenschaft Fachbereich Allgemeine, Interkulturelle und International Vergleichende Erziehungswissenschaft sowie Pädagogische Psychologie (EW 1) Arbeitsbereich Bildungs-und Transformationsforschung Sociocultural Backgrounds and Quality Teacher Education in Africa: A Qualitative Case Study of Pedagogical Reform Projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon Dissertation Submitted to the Faculty of Education in Fulfilment of the Requirement for the Degree of Doktor der Philosophie (Dr. phil.) at the University of Hamburg and for the Degree of PhD atthe Higher Teacher Training College of the University of Maroua, Cameroon By Hamidou Hassana Hamburg, May 2021 Disputation September 2, 2021 Members of the Examining Board 1. Prof. Dr. Hans-Christoph Koller (1st Reviewer) University of Hamburg, Faculty of Education, Germany 2. Prof. Dr. Sylvia Kesper-Biermann (2nd Reviewer) University of Hamburg, Faculty of Education, Germany 3. Prof. Bachir Bouba (MC) University of Maroua, Higher Teacher Training College, Cameroon 4. Prof. em. Félix Nicodème Bikoi (Pr) University of Yaoundé 1, Cameroon Hamburg, September 2, 2021 Statutory Declaration I, Hamidou Hassana, born on February 15, 1981 in Barkedje, Cameroon, hereby declare that I have written this thesis independently, that I have not used any sources or aids other than those indicated, and that I have marked as such any passages/thoughts taken directly or indirectly from outside sources. This thesis has not yet been submitted to any other examination board, except the University of Hamburg and the University of Maroua in accordance with a Cotutelle cooperation for doctoral studies, in this or a similar form. It has also not been published to date. I, hereby, agree that the present work will be checked for plagiarism by the examiner in electronic form using appropriate software. Hamburg, May 14, 2021 Signature Student Eidesstattliche Erklärung Hiermit erkläre ich, dass ich, Hamidou Hassana, geboren am 15.02.1981 in Barkedje, Kamerun, die vorliegende Arbeit eigenständig verfasst, keine anderen als die angegebenen Quellen und Hilfsmittel verwendet sowie die aus fremden Quellen direkt oder indirekt übernommenen Stellen/Gedanken als solche kenntlich gemacht habe. Diese Arbeit wurde noch keiner anderen Prüfungskommission außer der Universität Hamburg und der Universität Maroua gemäß einer Cotutelle Kooperation zur Promotion, in dieser oder einer ähnlichen Form vorgelegt. Sie wurde bisher auch nicht veröffentlicht. Hiermit stimme ich zu, dass die vorliegende Arbeit von der Prüferin/dem Prüfer inelektronischer Form mit entsprechender Software auf Plagiate überprüft wird. Hamburg, May 14, 2021 Unterschrift Studierender Dedication To the late Prof. Dr. Rainer Kokemohr In einer Welt schneller Veränderungen werden neben leistungsbezogenen Lernprozessen Bildungsprozesse wichtiger. Denn herausgefordert durch unverständliche Erfahrungen, wie sie zunehmend auch durch gesellschaftliche Veränderungen ausgelöst werden, führenuns Bildungsprozesse, indem sie unsere Orientierungen und Denkweisen verändern, zu deren ‚besserem‘ Verständnis, das, durch weitere Erfahrungen kritisiert, modifiziert oder widerrufen, weitere Bildungsprozesse nach sichziehen kann. [Bildungsprozesse verändernuns], indem sie uns Unverstandenes und damit uns selbst in unseren WeltSelbstverhältnissen anders verstehen lassen und uns ermöglichen, mit der Welt und mit unsselbst in wichtigen Dimensionen technischer, sozialer und kultureller Art ‚angemessener‘umzugehen. (Kokemohr, 2021, p.1-2) Acknowledgements I owe many people for the succ

FAQs

What is the central research focus of the dissertation?

The dissertation focuses on sociocultural backgrounds and quality teacher education in Africa, studied via a qualitative case study of pedagogical reform projects by the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon.

Which organization’s reform projects are investigated?

The study investigates pedagogical reform projects of the Evangelical Church of Cameroon (EEC) in Mbouo-Bandjoun, West-Cameroon.

What declarations about authorship and plagiarism does the thesis include?

The dissertation contains a statutory declaration stating independent authorship, proper identification of external sources, and agreement that the work will be checked for plagiarism using appropriate electronic software.

Sep 4, 2026

Uploaded by Grenda