An integrated model for teacher continuing professional learning in Zimbabwean primary schools
Background: Rapid changes in the classroom and out-of-school life characteristics of this knowledge society make continuing professional learning for teachers an imperative. But what kind of continuing training model could be effective in diverse work situations such as under-resourced rural school...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2022-12-01
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| Series: | African Journal of Teacher Education and Development |
| Subjects: | |
| Online Access: | https://ajoted.org/index.php/ajoted/article/view/9 |