Relevant bibliographies by topics / Continuous professional development of teachers

Contents

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

Academic literature on the topic 'Continuous professional development of teachers'

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

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Journal articles on the topic "Continuous professional development of teachers"

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Suharyadi, Suharyadi, Gunadi Harry Sulistyo, and Sri Rachmajanti. "CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.

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Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at i
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Erra, Poligrates, and Suson Roberto. "Annunciating Teachers' Continuous Professional Development." International Journal of Trend in Scientific Research and Development 3, no. 6 (2019): 106–10. https://doi.org/10.5281/zenodo.3587451.

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Teacher training develop educational skills that are compatible with the education policies and to enable teachers to deliver these policies. The aim of this study is has shown the importance of continuous professional development of elementary teachers as perceived by them gained in the implementation of the questionnaire. The study offers recommendations for learners and providers of professional development opportunities. Schools must have a responsibility to encourage and nurture their own love of learning, and educational organizations have the responsibility to create conditions and prov
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Shodiyeva, Matluba. "TECHNOLOGIES FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF PRIMARY CLASS TEACHERS." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (2022): 40–48. http://dx.doi.org/10.37547/tajiir/volume04issue11-07.

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This article scientifically and methodologically describes the importance of the acmeological approach in the development of developmental technologies for the organization of adult education. The author's definitions of "acmeological approach", "adult education technology", "continuous professional development technology", and "acme technology" are also given. Based on the acmeological approach, tasks and guidelines for improving the technology of continuous professional development of primary school teachers are given.
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Mukan, Nataliya, Halyna Yaremko, Yuriy Kozlovskiy, Volodymyr Ortynskiy, and Oksana Isayeva. "TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: AUSTRALIAN EXPERIENCE." Advanced Education 6, no. 12 (2019): 105–13. http://dx.doi.org/10.20535/2410-8286.166606.

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A, Lal C., and Sherly Thomas. "Continuous Professional Development of ESL Teachers." Journal of the faculty of Education 1, no. 17 (2023): 1–8. http://dx.doi.org/10.60037/edu.v1i17.1174.

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The task of teaching English as a second language (ESL) is complex, with the cognitive processes behind it is still only partly known. This complexity, along with the diverse roles assigned to ESL teachers, brings several challenges ranging from classroom management to parental expectations. Teachers need systematic support to learn more effective practices to deal with daily challenges, which in turn promote the achievements of students. It is indeed the need of the hour to ensure continuous professional development to equip teachers with a conducive attitude, to update their subject and cont
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Stăncescu, Ioana, Luminița Mihaela Drăghicescu, Ana-Maria Aurelia Petrescu, and Gabriel Gorghiu. "REFLECTIVE PRACTICE IN THE CONTEXT OF TEACHERS` CONTINUOUS PROFESSIONAL DEVELOPMENT." Pro Edu. International Journal of Educational Sciences 1, no. 1 (2019): 5–14. http://dx.doi.org/10.26520/peijes.2019.1.1.5-14.

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Komarova, Tatiana. "TEACHER’S CONTINUOUS PROFESSIONAL DEVELOPMENT: ACTUALIZATION OF EDUCATIONAL ORGANIZATION RESOURCES." Man and Education, no. 2 (75) (2023): 144. http://dx.doi.org/10.54884/s181570410026432-0.

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The article deals with the problem of the teacher’s professional development personalization in an educational establishment. The purpose of the article is to create and partially test the teacher’s individual educational route based on formal, non-formal and informal integration of education. The study gives the regulatory and legal aspects of creating the teacher’s individual educational route as a means of personalizing his/her professional development, describes the options of teachers’ formal, non-formal and informal education, develops the matrix of professional development organizationa
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ENACHE, Roxana Constanța, Laura Monica GORGHIU, Ana Maria Aurelia PETRESCU, and Gabriel GORGHIU. "EXPLORING THE ADVANTAGES AND DISADVANTAGES OF ONLINE CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TEACHERS." Pro Edu. International Journal of Educational Sciences 11, no. 6 (2024): 61–70. https://doi.org/10.26520/peijes.2024.11.6.61-70.

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In Romania, the pandemic compelled a significant rethinking of the activities dedicated to teachers’ continuous professional development, considering the use of the online format that became a prevalent one. This way of training offers certain benefits and drawbacks, particularly concerning psychological well-being, but also influences the school performance and teachers' professional development trajectory. On the other hand, teachers are reluctant to participate in professional development programs that demand several weekly hours in synchronous online sessions (across various platforms) or
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Алимбаев, Миркабил. "Continuous professional development in teaching." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 177–81. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp177-181.

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Continuous Professional Development (CPD) in teaching has emerged as a vital component in enhancing the quality of education, particularly in the context of English language teaching in Uzbekistan. This paper explores various models and approaches of CPD, including Communities of Practice, Action Research, Collaborative Inquiry, Job-Embedded Professional Learning, and Microteaching. Additionally, it discusses the benefits of CPD for educators, students, and the educational environment, along with the challenges and barriers to its effective implementat ion. Drawing on existing literature and e
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Makhbuba, Fayzieva. "PROBLEMS OF ORGANIZATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS." International Journal of Pedagogics 02, no. 04 (2022): 16–20. http://dx.doi.org/10.37547/ijp/volume02issue04-05.

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The current situation in the continuous professional development of teachers, what technologies they use to study the educational, pedagogical, technological, organizational, economic, socio-cultural factors, how long they can study independently, the level of use of technology and through what methods information on the results of the study of problems, such as improving their skills.
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Dissertations / Theses on the topic "Continuous professional development of teachers"

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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. Th
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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research
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Brijkumar, Amritha. "School management teams' management of the school-based continuous professional development of teachers." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40393.

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This study focuses on how school management teams manage the school-based continuous professional development of the teachers at their schools. The assumption is that continuous professional development - if school-based - may be more practical in implementing changes because the teachers will be working in a familiar context when managing their own development and in meeting the specific needs of their school. At present the professional development of teachers consists mainly of external workshops and courses. Teachers then return to the school context that has not changed to accommoda
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Smith, Charles Raymond. "Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership." University of the Western Cape, 2015. http://hdl.handle.net/11394/4943.

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Philosophiae Doctor - PhD<br>Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial impl
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Smit, Nicolaas Andrias Johannes. "School-Initiated Type-2 Activities in Continuous Professional Teacher Development." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78496.

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Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework
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Ngcoza, Kenneth Mlungisi. "Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008258.

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This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orienta
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Al-Lamki, Nabhan. "The beliefs and practices related to continuous professional development of teachers of English in Oman." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/2146/.

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The overall aim of this study is to investigate the stated beliefs and the reported practices related to continuous professional development (CPD) of teachers of English in the context of a large-scale top-down education reform. Within this broad perspective, the study aimed to identify the CPD activities which teachers of English in Oman say they engage in and explore their stated beliefs about CPD. It also aimed to investigate policy makers' plans and views with regard to CPD and compare them with the perspectives held by teachers. The ultimate aim of these investigations is to develop a bet
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Gulston, Karel. "The challenges experienced by educators in primary schools regarding continuous professional development." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28302.

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The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovem
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Molina-Walters, Debi. "Through the eyes of a teacher: Teacher change in response to professional development." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2459.

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The purpose of this study was to explore the connection between a teacher's perceptions and attitudes of change and the impact of those perceptions and attitudes on the implementation of professional development strategies and techniques. This research also explored which factors motivate a teacher to change. A final consideration of this research is the issue of how the results of change are analyzed. The design of this study was a qualitative format with a phenomenological approach. The sample population consisted of twelve teachers from four states. The teacher sample was drawn from distric
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Holmes, Brian. "Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event." Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/67670/.

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Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, less is known about their use in other sectors of education such as professional development. This research focuses on an example of an online learning community used for school teachers’ continuous professional development (CPD) – in an eTwinning Learning Event (LE). It looks at how the online community supports the development of school teachers’ competence and practice, at how social aspects contribute to the discourse and at the impact of moderation. Action resear
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Books on the topic "Continuous professional development of teachers"

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Hancock, Michael. A study on the continuous professional development of teacher-coaches within international schools: Investigating their needs and preferences. Oxford Brookes University, 2003.

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Avidav-Unger, Orit. ʻAl ha-retsef: Hakhsharah, hitmaḥut u-fituaḥ miḳtsoʻi shel morim : mediniyut, teʼoryah u-maʻaśeh = On the continuum : training, specialization, and teachers' professional development: policy, theory, and practice. Mekhon Mofet, 2013.

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College, East Berkshire, ed. Continuous professional development handbook. East Berkshire College, 1994.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer, eds. Teachers’ Professional Development. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6.

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1926-, Hughes Phillip W., ed. Teachers' professional development. ACER, 1991.

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Roberta, Tovey, ed. Professional development. Harvard College, 1998.

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Lo, Yuen Yi. Professional Development of CLIL Teachers. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2425-7.

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Krille, Claudia. Teachers' Participation in Professional Development. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7.

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Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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Frank, Banks, Mayes Ann Shelton 1953-, and Open University, eds. Early professional development for teachers. David Fulton, 2001.

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Book chapters on the topic "Continuous professional development of teachers"

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Singh, Ajay Kumar, Irfan Ahmed Rind, and Zia Sabur. "Continuous Professional Development of School Teachers." In Handbook of Education Systems in South Asia. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-3309-5_31-1.

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Singh, Ajay Kumar, Irfan Ahmed Rind, and Zia Sabur. "Continuous Professional Development of School Teachers." In Handbook of Education Systems in South Asia. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_31.

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Hayes, David. "Continuing professional development/continuous professional learning for English language teachers." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-12.

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Ismail, Mohamad Hisyam, Nabilah Abdullah, Muhamad Furkan Mat Salleh, and Mohd Shafik Yahya. "Science Teachers’ Continuous Professional Development: A Preliminary Finding." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_46.

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Faulkner, Fiona, John Kenny, Coral Campbell, and Cosette Crisan. "Teacher Learning and Continuous Professional Development." In Examining the Phenomenon of “Teaching Out-of-field”. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3366-8_11.

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Cox, Šárka. "Profesní rozvoj učitelů anglického jazyka na 1. stupni českých základních škol: přehledová studie." In Výzkum v didaktice cizích jazyků IV. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-1.

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This work introduces 14 selected empirical studies focusing on the area of continuous professional development of primary English language teachers. For the lack of research found on the given topic, related studies were added discussing continuous professional development of all primary and lower secondary school teachers and English language teachers at pre-schools, secondary and tertiary institutions.
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Basuki, Ismet, and Joko Joko. "The Influence of Continuous Professional Development on the Vocational Teachers’ Competence to Support the Professional Development of Learner Teachers." In Proceedings of the International Joint Conference on Science and Engineering 2022 (IJCSE 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-100-5_10.

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Murwaningsih, Tri, Nur Rahmi Akbarini, Muna Fauziah, and Subroto Rapih. "Teachers' continuous professional development: Current implementation, problems, and needs in Indonesia." In Teacher Education and Teacher Professional Development in the COVID-19 Turn. Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-22.

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Huffling, Lacey D., Heather C. Scott, and Sydney Rushing. "Incorporating Education for Sustainable Development Into Teachers’ Continuous Professional Development Through Critical Environmental Agency." In Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98962-0_13.

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Gümüş, Arife. "Twenty-First-Century Teacher Competencies and Trends in Teacher Training." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_11.

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AbstractIn the context of digitalization, globalization, and internationalization, the twenty-first century has changed societies as well as their institutions and concepts, significantly affecting powerful communication technologies and the speed and forms of access to information. Being employable, coping with global competition, and having the appropriate equipment and skills for the professions of the future have become more important than ever in an information-intensive economic structure. The question of how education will function in adapting to the new work order and managing and cate
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Conference papers on the topic "Continuous professional development of teachers"

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Huet, Isabel, Glória Bastos, Sascha Lord, et al. "MICRO-CREDENTIALS FOR TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT: NATIONAL AND INSTITUTIONAL APPROACHES IN UKRAINE, MONTENEGRO AND ALBANIA." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1628.

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Menyani, Nourreddine, and Ahlame Boumehdi. "REFLECTIVE TEACHING IN HIGHER EDUCATION: AN EFFICACIOUS TOOL FOR TEACHER CONTINUOUS PROFESSIONAL DEVELOPMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1206.

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Mosa, Elena, Ilaria Bucciarelli, and Silvia Panzavolta. "DOCUMENTATION AS A RESEARCH TOOL FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS WITHIN THE MAKING LEARNING AND THINKING VISIBLE (MLTV) PROJECT." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1848.

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Eremkina, Olga. "Continuous Development Of Professional Culture Of Teachers." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.186.

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Lei, Zhang. "Study on Continuous Professional Development for Teachers." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.15.

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Lymar, Lesya, Olena Kefeli-Ianovska, and Ganna Zelinska. "CONTINUOUS PROFESSIONAL DEVELOPMENT OF MEDICAL TEACHERS: DIRECTIONS." In DÉBATS SCIENTIFIQUES ET ORIENTATIONS PROSPECTIVES DU DÉVELOPPEMENT SCIENTIFIQUE. European Scientific Platform, 2025. https://doi.org/10.36074/logos-04.04.2025.055.

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Porumb, Ioana, and Simona Gabureanu. "PROFESSIONAL DEVELOPMENT OF TECHNOLOGICAL SCIENCES TEACHERS - FINDINGS OF A RESEARCH EVALUATION REPORT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-214.

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Teachers play a key role in modernising education. Their competences have a direct effect upon students' achievements. In the context of rapid technological, economic, social and cultural change, teachers are facing new demands as well as changes in their professional roles. The quality of continuous professional development is essential not only for improving educational performance, but also for enhancing teachers' professional identity, responsibility and awareness of their own professional development. The project titled Continuous Professional Development of Technological Sciences Teacher
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Stoian, Andreea Mihaela. "Professional Development And Continuous Training Of English Teachers." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.210.

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TONU, Valentina. "Teachers′ continuous professional training: quality assurance imperative." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p429-432.

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The contemporary teacher is apt to possess multiple competencies that are correlated with certain commitments in educational policies, as well as anchored in everyday reality. Each of us, the teaching staff, is both an actor and a director of an educational work that seeks its coherence and completeness. The cantonment in an outdated educational paradigm by those who should ensure the continuous training of teachers could reduce their interest in improvement. The educational landscape must be reconsidered, because among other variables and aspects of professional development, attitudes, belief
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Anđelković, Slađana, Maja Vračar, and Ilija Lazić. "Initial education of geography teachers and professional development: The way to sustainable education." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24068a.

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The paper discusses the issue of professional development of geography teachers which involves changes in the existing concept of teacher's competences, starting from quality initial education of the teacher, continuous (formal and informal) education as well as self-evaluation and self-reflection about the teaching experience and the teacher's professional development, which create a unified system. Starting from the concept of education for sustainable development, as well as the changes caused by the implementation of this concept on the field of education, together with the results of rese
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Reports on the topic "Continuous professional development of teachers"

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Chachage, Kristeen, and Jay Thakrar. Teacher Continuous Professional Development in Tanzania: Lessons Learned. EdTech Hub, 2023. http://dx.doi.org/10.53832/edtechhub.0157.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro
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Elmore, Richard F., and Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0011020.

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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Edu
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Hussain, Aarif, Amit Kumar Sharma, Gandhimathy K, et al. Role of voluntary teacher forums (VTFs) in continuous teacher professional development in India: experiences from Rajasthan, Karnataka and Puducherry. Azim Premji University, 2017. http://dx.doi.org/10.61933/wps.6.2017.5.

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Chachage, Kristeen, Saalim Koomar, Calvin Swai, et al. TCPD: Design-Based Implementation Research Cycle 2 Recommendations. EdTech Hub, 2024. http://dx.doi.org/10.53832/edtechhub.1013.

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MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or teacher continuous professional development [TCPD]) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The research project, 'The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR)', closely aligns with the Tanzania National TCPD implementation plan, to evaluate the implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the second cycle of the
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Sara-Kennedy, Edward. How Do Disruptive Innovators Prepare Today’s Students to be Tomorrow’s Workforce?: Coschool's Edumoción Centering The Emotion in Education. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004779.

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Latin America and the Caribbean are facing numerous challenges, such as low-quality education, poor well-being, and non-peaceful and exclusive societies. The causes are complex, yet connected to outdated, ineffective, and underfinanced education systems. The emotional strain of the pandemic continues to create new challenges and unearth problems that have long been neglected. There is an urgent need for a disruptive solution that supports educators, parents, and students to overcome existing problems as well as better prepare them for uncertain times that lie ahead. In this brief, we introduce
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen
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Ramesh, Madhusudan, Seema Nath, and Magdhi Diksha. Professional development can help teachers be more inclusive. Edited by Piya Srinivasan and Suzannah Lyons. Monash University, 2024. http://dx.doi.org/10.54377/52d5-7513.

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