Relevant bibliographies by topics / Continuing education of teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing education of teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Continuing education of teachers"

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Lima Cangirana de Jesus, Dináurea, and Márcio Wendel Santana Coêlho. "CONTINUING EDUCATION OF MATHEMATICS TEACHERS." Revista Gênero e Interdisciplinaridade 3, no. 05 (2022): 372–85. http://dx.doi.org/10.51249/gei.v3i05.978.

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The investigations about continuing education in the school environment highlight the importance of appreciating the work of the teaching professional. Based on this assumption, this article is a text whose objective is to show the contribution and importance of continuing education for teaching practice. Seen in this way, the need for specific training in the area of ​​mathematics is one of the reasons why teachers feel the need for this qualification, since it enables a better performance of pedagogical work, and, consequently, a quality teaching, contemplating the student with a mathematics
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Oliveira Costa, Felipe Augusto, and Ivan Luiz Marques Ricarte. "Knowledge Translation to support continuing teacher education." International Journal for Innovation Education and Research 7, no. 5 (2019): 12–31. http://dx.doi.org/10.31686/ijier.vol7.iss5.1457.

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Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals c
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Bilač, Sanja, and Dejana Tavas. "TEACHERS’ (DIS)SATISFACTION WITH CONTINUING EDUCATION." Metodički obzori/Methodological Horizons 6, no. 1 (2011): 21–35. http://dx.doi.org/10.32728/mo.06.1.2011.02.

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Muxammadjonovich, Qodirov Maxmudjon. "THE IMPORTANCE OF CONTINUING EDUCATION IN TRAINING HIGHLY QUALIFIED TECHNOLOGICAL EDUCATION TEACHERS." Frontline Social Sciences and History Journal 03, no. 05 (2023): 76–86. http://dx.doi.org/10.37547/social-fsshj-03-05-11.

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LINCA, Sofia. "Continuous training policies of general education teachers." Acta et commentationes: Științe ale Educației 34, no. 4 (2023): 83–86. http://dx.doi.org/10.36120/2587-3636.v34i4.83-86.

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This article defines the concepts of "education", "continuing education", "continuing pedagogical education". The structure of continuing pedagogical education is considered. General pedagogic and private pedagogic conditions were established for the training of teachers' professional training.
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Xiao, Fuming. "Physical Education Teachers’ Commitment and Behavior Towards Continuing Education." Journal of Education and Educational Research 7, no. 3 (2024): 122–25. http://dx.doi.org/10.54097/51cpzj81.

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This study analyses the commitment and behaviour of physical education teachers to continuing education around six dimensions, including pedagogical training, with the aim of developing an action plan based on the commitment of physical education teachers to continuing education and the profession in the areas of pedagogical training, sport-specific certification, adapted physical education, and technological integration. This study used quantitative research methods to explore the commitment to continuing education and professional action plans of these teachers. The results of the study reve
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Rosa, Alcemir Horácio, and Daniel Nascimento-e-Silva. "Continuing education of teachers for inclusive education: necessary actions." Review of Research 11, no. 7 (2022): 1–6. https://doi.org/10.5281/zenodo.10119005.

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Education is a collective social process and a right guaranteed to ali people. And for it to be effective, adequate training of professionals is necessary. ln recent years inclusive education has been gaining ground in debates; in particular, around the continuing education of teachers to provide a more inclusive education. ln this way, the present work aimed to analyze the foundations of inclusive education and the way in which continuing education can help in this process. The main documents that support the inclusion were raised, and then a rejlection on continuing education was developed.
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Plastinina, Nina A., Svetlana Yu Bogdanova, and Irina V. Dimova. "Edutech in continuing education." Bulletin of Nizhnevartovsk State University 59, no. 3 (2022): 111–21. http://dx.doi.org/10.36906/2311-4444/22-3/10.

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With the increase in implanting the information and computing technologies (ICT) into learning and continuing education during the last two decades and shifting to distant educational technologies (DET), it has become obvious that there is a vital need for school and university teachers to upgrade and develop their e-learning and e-teaching skills consistently. Since integrating technology into classroom, online or offline, has already become both a global tendency and a crucial change in the quality, form and methodology of education, there appeared an urgent importance for appropriate digita
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Merzlikina, Irina V., Svetlana A. Oborotova, Lyudmila N. Sayutina, and Alexander A. Oborotov. "Continuing Education as a Teachers' Professional Culture Component." ARPHA Proceedings 3 (November 25, 2020): 1613–28. https://doi.org/10.3897/ap.2.e1613.

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The relevance of the research problem of modern approaches to forming and development of the teacher's professional culture in the conditions of informatization and digitalization of the educational environment is caused by the necessity of continuing education and raising its quality.In this connection, the present paper is directed to the study of the potential of modern ICT as a resource of the teachers' professional development in the process of their continuing education.The leading method in this problem study is the method of generalization of domestic and foreign researches results in
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Karalis, Thanassis, Evangelia Mantadaki, and Dionissia Lemioti. "Lifelong Learning and continuing education: Opinions of teachers and student teachers of preschool education in Greece." JOURNAL OF ADVANCES IN HUMANITIES 2, no. 2 (2014): 97–100. http://dx.doi.org/10.24297/jah.v2i2.421.

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In the following article we are going to present the findings of a qualitative research that uses semi-structured interviews for data collection. This specific research aims to look into the views of pre-school teachers (Pre-school Education) and student teachers (students of the Department of Educational Sciences and Early Childhood Education) on the content and importance of lifelong learning and continuing education. At the same time the research compares the views of these two groups as regards lifelong learning and continuing education based on how these terms are coined in relevant liter
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Dissertations / Theses on the topic "Continuing education of teachers"

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Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th
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Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practi
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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach
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Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.

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This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers,
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Tam, Siu-ling Maureen. "Conditions limiting effective teaching in a sample of part-time teachers in continuing education : implications for college management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033623.

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Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

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<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement
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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t
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Nunes, Allison. "Inclusion Teachers' Perspectives on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5762.

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The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and specia
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May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.

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Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protoc
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Tomlinson, Paula. "Mentor Teachers' Perceptions of Effective Mentoring Strategies." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858505.

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<p> Educators at a public high school in Southeastern United States depend on mentor teachers to minimize the attrition rate among beginning teachers, yet the strategies implemented by mentors lack definition and clarity. The purpose of this study was to explore mentor teachers&rsquo; perceptions of effective mentoring strategies and their needs when mentoring new teachers. Maslow&rsquo;s humanistic learning theory guided this bounded basic qualitative study. The research questions focused on the mentoring strategies mentor teachers perceived as effective and the needs of the mentors. Ten high
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Books on the topic "Continuing education of teachers"

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Oklahoma. State Dept. of Education., ed. Continuing the commitment: A progress report. Oklahoma State Department of Education, 1987.

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Stephanie, Feeney, Galper Alice, and Seefeldt Carol, eds. Continuing issues in early childhood education. 3rd ed. Merrill/Pearson, 2008.

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Educational Resources Information Center (U.S.), ed. Principals and teachers: Continuous learners. Southwest Educational Development Laboratory, 1999.

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Laruelle, Olivier. Les politiques de formation continuée des enseignants: Une approche comparative. Presses universitaires de Namur, 2009.

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Biilmann, Ove. Towards models for the continuing education of geography teachers. IGU Commission on Geographical Education, 1988.

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Wolf, Howard Robert. The continuing education of a teacher: The role of self in higher education. Academic Foundation, 1992.

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ERIC Clearinghouse for Community Colleges., ed. Graduate and continuing education for community college leaders. ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 1997.

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Schulz, Renate. Interpreting teacher practice: Two continuing stories. Teachers College Press, 1997.

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Education, Massachusetts Board of Higher. Title II--Dwight D. Eisenhower professional development program higher education component: Directory of 1996-1997 projects. Massachusetts Board of Higher Education, 1997.

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de, Menezes Luiz Carlos, ed. Formação continuada de professores de ciências no contexto ibero-americano. Editora Autores Associados, 1996.

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Book chapters on the topic "Continuing education of teachers"

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Sivaramakrishnan, Arvind. "Continuing Professional Development in Education." In Continuing Professional Development of English Language Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5069-8_4.

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Li, Yongjian, and Fred Dervin. "Finnish Initial Teacher Education and CPD." In Continuing Professional Development of Teachers in Finland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_3.

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Raja Vishwanathan, M. "Reflective Teaching, Teacher Education, and Professional Development." In Continuing Professional Development of English Language Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5069-8_16.

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Dixit, Krishna K. "Teacher Motivation, Professional Development, and English Language Education." In Continuing Professional Development of English Language Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5069-8_3.

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Al Ghafri, Mohammed, Donald Sargeant, and Mark Wyatt. "Continuing Professional Development for Primary School Teachers in Oman." In Springer Texts in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42675-9_8.

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Terhart, Ewald. "Initial education overestimated – continuing education neglected." In Innovation in Teacher Professional Learning in Europe. Routledge, 2023. http://dx.doi.org/10.4324/9781003322610-14.

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Ayoola, Ruth, and Nuraan Davids. "Continuing of Teachers and Democratic in : A Hopeful Pursuit?" In African Democratic Citizenship Education Revisited. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67861-0_9.

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Slimani-Rolls, Assia, and Richard Kiely. "Exploratory Practice in Language Education: How Teachers Teach and Learn." In Exploratory Practice for Continuing Professional Development. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69763-5_1.

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Menter, Ian, and Colette Murphy. "Coteaching as Continuing Professional Development." In Coteaching in Teacher Education. Routledge, 2025. https://doi.org/10.4324/9781041054719-5.

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Li, Yongjian, and Fred Dervin. "Paratexts to CPD: Decision Making, Leadership, Teacher Education and Project Work." In Continuing Professional Development of Teachers in Finland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_7.

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Conference papers on the topic "Continuing education of teachers"

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Cabanová, Mariana, and Bronislava Kasáčová. "CONTINUING EDUCATION AS PART OF TEACHERS' WORKLOAD." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1944.

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de la Vega R, Luis Felipe. "Evaluating Continuing Teacher Education: A Systematic Review." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024559.

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Zharylkassyn, M. B. "Integrating Continuing professional development with Education system reform in Kazakhstan." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.03.

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In the past few decades, the central position of teachers ensuring the quality of education has become increasingly acknowledged internationally. This article considers the reformation of education policy trends regarding teachers' education in Kazakhstan. State policy in the country recognizes education as a priority for social and economic development, with a focus on strengthening the practical training of teachers. It also addresses the challenges faced by state teachers and examines the significant changes to the structure and delivery of teacher education in Kazakhstan since 2011. The pa
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Ji, Ying. "Factors Affecting Teachers’ Engagement in Continuing Professional Development." In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.1.

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Kelly, Rodrigues Gularte da Silva, and Cristina Lopes Sant’Anna Sita Mara. "Educational product for the training of English teachers in basic education in Brazil." In International conference Czech republic and lusophonic countries 2024: Education, art and digital technology in teaching. University of West Bohemia, Czech Republic, 2024. http://dx.doi.org/10.24132/zcu.2024.12426.83-84.

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This article aims to present the educational product entitled “Paths that widen: training e-book for English teachers in Basic Education”, developed in 2022, as an educational product of the Professional Master’s Degree in Education completed at the State University of Rio Grande do Sul (Uergs), with the Postgraduate Program in Education (PPGED), North Coast unit. The product is available in the Uergs repository and is the most accessed. It was created using a free graphic design platform. The methodology used includes a theoretical and reflective review of the dissertation “Processos identitá
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Oliveira, Denilton Silveira, Luciane Terra Dos Santos Garcia, and Luiz Marcos Garcia Goncalves. "A Survey on Continuing Education of Teachers in Educational Robotics." In 2021 Latin American Robotics Symposium (LARS), 2021 Brazilian Symposium on Robotics (SBR), and 2021 Workshop on Robotics in Education (WRE). IEEE, 2021. http://dx.doi.org/10.1109/lars/sbr/wre54079.2021.9605366.

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Su, Lina, and Ruixue Cui. "Hebei province college sports teachers� Continuing Education Research." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.189.

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CHEPYSHKO, Olga. "Continuing education and professional development of teachers in the "teacher-teacher" mentoring model." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p252-255.

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The article discusses the joint activities of a teacher with work experience, a mentor and a young specialist mentored. The difficulties of the professional activity of a young specialist and the ways to solve them in the implementation of the "teacher-teacher" mentoring model and continuing education are presented.
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Rogić, Ana Marija. "QUALITY IN CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2412.

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Mara, Daniel. "CONTINUING TEACHERS’ TRAINING IN THE FIELD OF INCLUSIVE EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1424.

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Reports on the topic "Continuing education of teachers"

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Piras, Claudia, and William D. Savedoff. How Much do Teachers Earn? Inter-American Development Bank, 1998. http://dx.doi.org/10.18235/0011551.

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In the continuing debate over how to improve education systems, many people argue that teachers' salaries need to be increased. This paper seeks to establish a reliable method for analyzing the issue using household survey data from Bolivia.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Elacqua, Gregory, Danielle Nascimento, Tássia Cruz, Vinicius Princiotti, and Caio Callegari. Training Leaders for School Management in Pernambuco. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013489.

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In this Technical Note, we document the unique experience of the state of Pernambuco in restructuring its School Management Training Program (Progepe), adopting the Certificate in Education Finance (CFE) from Georgetown University as its methodological framework. For the first time, the course included educational finance modules, and the study aimed to analyze the profile of the future school managers participating in the program, as well as their perceptions and prior and post-training knowledge regarding education funding at national, local, and school levels. The methodology consisted of a
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b
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Haßler, Björn, Anne-Fleur Lurvink, Iman Beoku-Betts, Chris McBurnie, Taskeen Adam, and Tom Blower. Tich Me Ar Tich Dem — Inception Report. OpenDevEd, 2022. http://dx.doi.org/10.53832/opendeved.0269.

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Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov
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8

Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to s
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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Abstract:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of educati
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10

Bobkova, E. Educational Platform "Continuing Education". Educational Platform "Continuing Education", 2018. http://dx.doi.org/10.12731/continuingeducation.

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