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Africa Education Review Volume 10, 2013 - Issue 4: TEACHER EDUCATION AND TECHNOLOGY
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Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

Ayoub Cherd KafyuliloDepartment of Curriculum and Teaching, Dar es salaam University College of Education, P.O. Box 2329, Dar es Salaam, Tanzania Email: [email protected]
Pages 671-688 | Published online: 10 Jan 2014

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Read on this site (4)

Frances Barr & Sofia Mavropoulou. (2021) Curriculum Accommodations in Mathematics Instruction for Adolescents with Mild Intellectual Disability Educated in Inclusive Classrooms. International Journal of Disability, Development and Education 68:2, pages 270-286.
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Kadir Demir & Azhar M. Qureshi. (2019) Pakistani Science Teachers’ Experiences of Professional Development: A Phenomenological Case Study. Journal of Science Teacher Education 30:8, pages 838-855.
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Melanie U. Wohlfahrt. (2018) Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training?. Africa Education Review 15:3, pages 1-20.
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Harry Kipkemoi Bett. (2016) The cascade model of teachers’ continuing professional development in Kenya: A time for change?. Cogent Education 3:1.
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Articles from other publishers (8)

Mzomwe Yahya Mazana, Calkin Suero Montero & Lembris Laayuni Njotto. (2023) Exploring Mathematics Teaching Approaches in Tanzanian Higher Education Institutions: Lecturers’ Perspectives. International Journal of Research in Undergraduate Mathematics Education 9:2, pages 269-294.
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Emil Eidin & Yael Shwartz. (2023) From Ideal to Practical—A Design of Teacher Professional Development on Socioscientific Issues. Sustainability 15:14, pages 11394.
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Buhle Stella Nhlumayo. (2022) The Implementation of School-Based Teacher Professional Development in a Selected South African Rural Context: A Need for Change to Deal with Crises. E-Journal of Humanities, Arts and Social Sciences, pages 51-61.
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Musarurwa David Chinofunga, Philemon Chigeza & Subhashni Taylor. (2022) A Framework for Content Sequencing from Junior to Senior Mathematics Curriculum. Eurasia Journal of Mathematics, Science and Technology Education 18:4, pages em2100.
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Rose Ephraim Matete. (2021) Teaching profession and educational accountability in Tanzania. Heliyon 7:7, pages e07611.
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M E O Barut & A Wijaya. (2020) Facilitating pedagogical content knowledge development through professional development intervention. Journal of Physics: Conference Series 1581:1, pages 012062.
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Eric C.K. Cheng. (2017) Managing school-based professional development activities. International Journal of Educational Management 31:4, pages 445-454.
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Vincentas Lamanauskas, Violeta Šlekienė & Loreta Ragulienė. (2014) NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION: PROJECT „MaT²SMc“. Natural Science Education in a Comprehensive School (NSECS) 20:1, pages 88-95.
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