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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 50, 2022 - Issue 8
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Articles

School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

Esayas Teshome TaddeseFaculty of Education, Northeast Normal University, Changchun, People’s Republic of ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8988-7311
ORCID Icon &
Congman RaoFaculty of Education, Northeast Normal University, Changchun, People’s Republic of ChinaORCID Iconhttps://orcid.org/0000-0003-2437-1079
ORCID Icon
Pages 1059-1071 | Received 05 Apr 2021, Accepted 30 Apr 2021, Published online: 20 May 2021

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Read on this site (8)

Mulualem Abie Mengistu, Mulugeta Yayeh Worku & Tadesse Melesse. (2023) Perceptions and practice of primary school English teachers in lesson study to improve their classroom practices. Cogent Education 10:1.
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Kelemu Zelalem Berhanu & Derib Gobie. (2023) Adequacy of capacity building and stakeholder involvement in decentralized education management: Evidence from Ethiopia. Cogent Social Sciences 9:2.
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Carole Bignell & Christopher Holligan. (2023) It’s good to talk: professional development through dialogic co-coaching in the primary school classroom in England. Education 3-13 0:0, pages 1-15.
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Esayas Teshome Taddese & Congman Rao. (2023) Teachers’ professional learning practices in the workplace: experiences of primary school teachers in Ethiopia. Education 3-13 51:3, pages 426-439.
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Huma Akram, Mohsin Raza, Muhammad Farooq Jan, Sarfraz Aslam & Laura Nivin-Vargas. (2022) Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training. Education 3-13 0:0, pages 1-18.
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Esayas Teshome Taddese & Congman Rao. (2022) School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia. Reflective Practice 23:6, pages 663-675.
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Esayas Teshome Taddese. The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers. Irish Educational Studies 0:0, pages 1-17.
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Esayas Teshome Taddese, Mitiku Tasisa Dinsa, Bereket Merkine Gebresilase & Shorouk Mohamed Farag Mohamed Aboudahr. Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory. Education 3-13 0:0, pages 1-10.
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Articles from other publishers (5)

Ellen Abakah, David Addae & Delali Amuzu. (2023) Continuing professional development (CPD) at a distance: Teachers' reflections on enhancing distance education (DE) provision. International Journal of Educational Research Open 5, pages 100304.
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Nahar Sharmin. (2023) Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development. Journal of Management and Business Education 6:3, pages 375-394.
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Kelemu Zelalem BERHANU. (2023) Practices, Challenges, and prospects of Implementing School-Based Management (SBM) System in Ethiopian Schools: Implications for Policy Makers. Research in Educational Administration and Leadership 8:2, pages 465-504.
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Omotayo Adewale Awodiji, Michael Mayowa Oyedoyin & Samuel Kwadwo Jantuah. (2022) ANALYSIS OF NIGERIAN LECTURERS’ PROFESSIONAL DEVELOPMENT PROGRAMME PARTICIPATION. Journal of Management and Business Education 5:3, pages 213-230.
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Lesіa V. Kravchenko. (2021) Combination of Conventional and Innovative Methods of Teaching Healthcare Disciplines in the Training of Future Teachers. Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 7:3, pages 118-125.
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