Global perspectives on teacher learning: improving policy and practice

Schwille, J.; Dembélé, M.

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Global perspectives on teacher learning: improving policy and practice

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Resource type

Report

Authors/contributors

Schwille, J. (Author)
Dembélé, M. (Author)

Title

Global perspectives on teacher learning: improving policy and practice

Series Title

Fundamentals of Educational Planning Series

Place

Paris

Institution

UNESCO: International Institute for Educational Planning

Date

2007

Short Title

Global perspectives on teacher learning: improving policy and practice

URL

https://unesdoc.unesco.org/ark:/48223/pf0000150261

Citation

Schwille, J., & Dembélé, M. (2007). Global perspectives on teacher learning: improving policy and practice (Fundamentals of Educational Planning Series). UNESCO: International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000150261

Theme

Teacher Education

Link to this record

https://docs.opendeved.net/lib/R5FQ338D

Relations

Cited by

Cited by

Haßler, B., Hennessy, S., & Cross, A. (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 1–20. https://doi.org/10.1080/19415257.2014.938355
Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. Journal of Learning for Development, 5(1). https://docs.opendeved.net/lib/D2GQYC5S