Literaturnachweis - Detailanzeige
| Sonst. Personen | Sayed, Yusuf (Hrsg.) |
|---|---|
| Titel | Continuing professional teacher development in Sub-Saharan Africa. Improving teaching and learning. |
| Quelle | London: Bloomsbury Academic, Bloomsbury Publishing Plc (2018), XXII, 229 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781474277891; 1474277896 |
| Schlagwörter | Subsahara-Afrika; Teachers; In-service training; Africa, Sub-Saharan; Training of; Education; Study and teaching; Bildungstheorie; Bildungspraxis |
| Abstract | List of illustrations -- Notes on contributors -- Foreword: CPD as conflicting agendas / Michael Samuel -- Acknowledgements. Part 1 Setting the context : 1.CPD in the context of Sub-Saharan Africa / Yusuf Sayed and Azeem Badroodien -- 2.Improving learning through the CPD of teachers: mapping the issues in Sub-Saharan Africa / Colleen Howell and Yusuf Sayed. Part 2 Country case studies : Education reform(s), quality and CPD : 3.A "teacher-centred" approach to CPD: the case of Namibia's localized and decentralized model of teacher CPD / John Nyambe, Choshi Kasanda and Sakaria Iipinge -- 4.Assessing the actual needs of untrained teachers with previous teaching experience in Ghana / Kwame Akyeampong, Christine Adu-Yeboah and Christopher Yaw Kwaah -- Equity, social cohesion and CPD : 5.CPD intervention for history teachers: does CPD for Holocaust education promote social justice in South Africa's secondary schools? / Jacqueline Gaston, Zahraa McDonald and Akiko Hanaya -- 6.Key initiatives in Rwandan teachers' CPD after the 1994 genocide against the Tutsi / Eugene Ndabaga, Claudien Ntahomvukiye and Yunus Omar -- 7.Building teachers' capacity for inclusive education in South Africa and Zimbabwe through CPD / Colleen Howell, Judith McKenzie and Tsitsi Chataika -- Literacy, numeracy and CPD : 8.Mathematics teachers' CPD experience and classroom practice: is CPD improving learning in Uganda's primary schools? / Charles Obiero and Betty Akullu Ezati -- 9.Lessons for system-wide CPD of teachers: insights from the external evaluation of the Western Cape education department's literacy and numeracy intervention / Susan Meyer, Lydia Abel and Karen Brückner. Part 3 Policy and practice : 10.Improving the CPD of teachers in Sub-Saharan Africa: policy, practice and research challenges and implications / Yusuf Sayed, Rada Jancic Mogliacci and Azeem Badroodien. Index. Continuous Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent's children. By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts - contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals. The first part of the book contextualises the CPD of teachers in Africa, providing a conceptual framework for a selection of case studies into CPD provision in sub-Saharan countries. Each case study explores a particular area of concern where CPD features as a key strategy towards addressing the challenge with each chapter including a critical assessment of the nature, form and aim of the particular initiative considered; its conceptualisation and design; as well as critical issues that have or are emerged through the process of implementation. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/1/02 |
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