School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania
Resource type
Book Section
Authors/contributors
- Hardman, Jan (Author)
- Akiba, Motoko (Editor)
- LeTendre, Gerald K. (Editor)
Title
School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania
Abstract
This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
Book Title
International Handbook of Teacher Quality and Policy
Edition
1
Place
New York : Routledge, 2017.
Publisher
Routledge
Date
2017-9-1
Pages
517-527
Language
en
ISBN
978-1-315-71006-8
Accessed
20/10/2020, 18:13
Library Catalogue
Google Scholar
Extra
Citation
Hardman, J. (2017). School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania. In M. Akiba & G. K. LeTendre (Eds.), International Handbook of Teacher Quality and Policy (1st ed., pp. 517–527). Routledge. https://doi.org/10.4324/9781315710068-34
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