Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau

Domain:

education

Record type:

paper

Creator:

RuiJoa

Publisher:

Tex

Host:

This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The author was keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and learning. In this qualitative study data from teachers and school principals were collected by means of interviews, focus groups, field notes and documental analysis. The article argues that the programme improved the language skills of the teachers and impacted positively on scientific, pedagogical and didactic content.

Visit

doi.org

Licenses

https://creativecommons.org/licenses/by-nc-nd/4.0

Establishing a national programme for continuing professional development of nurses and midwives in Swaziland

Introduction Although required under the National Health Policy of the country, Swaziland lacked a

Teachers' professional development in a challenging educational context - a study of actual practice in rural western Kenya

This research adopted a design research approach, utilizing a mixture of methods including narrative

An Appraisal of a Computer-Based Continuing Professional Development (CPD) Course for Nigerian English Teachers and Teacher-trainers

This chapter is a presentation of a continuing professional development (CPD) programme for English

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year

Supporting and upskilling teachers are essential to enhancing the quality of learning in developing

Is changing teaching practice the mission impossible? : a case study of continuing professional development for primary school teachers in Senegal

This thesis reports on research into a Continuing Professional Development (CPD) programme in Senega

Mathematics Teachers’ Use of WhatsApp Groups as a Platform for Continuous Professional Development in Tanzania

Updating mathematics teachers’ pedagogical skills and content knowledge is inevitable as the trend o