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Professional Development in Education Volume 41, 2015 - Issue 5
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Articles

School-based professional development in a developing context: lessons learnt from a case study in Zambia

Björn HaßlerCentre for Commonwealth Education, Faculty of Education, University of Cambridge, 184 Hills Road, CambridgeCB2 8PQ, UKCorrespondence[email protected]
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,
Sara HennessyCentre for Commonwealth Education, Faculty of Education, University of Cambridge, 184 Hills Road, CambridgeCB2 8PQ, UKView further author information
,
Andrew CrossCentre for Commonwealth Education, Faculty of Education, University of Cambridge, 184 Hills Road, CambridgeCB2 8PQ, UKView further author information
,
Eness ChilesheChimwemwe Trust School, Kabanana, Lusaka, ZambiaView further author information
&
Brian MachikoChimwemwe Trust School, Kabanana, Lusaka, ZambiaView further author information
Pages 806-825 | Received 24 Feb 2014, Accepted 20 Jun 2014, Published online: 11 Sep 2014

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Hannah Walker, Sara Hennessy & Christoph Pimmer. (2023) Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe. Research Papers in Education 38:4, pages 568-592.
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Moon-Heum Cho, Seongmi Lim & Hongseop Hwang. (2021) Teacher Professional Development: Approaches and Lessons from a Pilot Study in Ethiopia. The Teacher Educator 56:1, pages 25-42.
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Venitha Pillay. (2020) Jika iMfundo: a South African study of ‘turning education around’ through improved curriculum coverage. Professional Development in Education 46:2, pages 229-244.
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Emily Perry & Stuart Bevins. (2019) Building capacity for professional development: the development of teachers as facilitators in Ghana. Professional Development in Education 45:3, pages 390-404.
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Selcuk Dogan, Nihal Yurtseven & Ramazan Şamil Tatık. (2019) Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education 45:2, pages 231-249.
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Maria Antonietta Impedovo & Maria Beatrice Ligorio. (2016) Participating in an international master’s programme: impact on agency for African in-service teachers. Professional Development in Education 42:5, pages 854-857.
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S. Hennessy, B. Haßler & R. Hofmann. (2016) Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year. Research Papers in Education 31:4, pages 399-427.
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Sara Hennessy, Bjoern Haßler & Riikka Hofmann. (2015) Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education 24:5, pages 1-28.
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Articles from other publishers (10)

Emmanuel Ayisi Abedi. (2023) “We [teachers] first require basic technical [skills] training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration. Education and Information Technologies.
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Amal Abdulwahab Alsaleh. (2020) The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait. Educational Management Administration & Leadership 50:5, pages 832-850.
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Rachel Parker, Bo Stjerne Thomsen & Amy Berry. (2022) Learning Through Play at School – A Framework for Policy and Practice. Frontiers in Education 7.
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Xiaoyao Yue & Ruixuan Ji. 2021. Sustainable Organizations - Models, Applications, and New Perspectives. Sustainable Organizations - Models, Applications, and New Perspectives.
Björn Haßler, Sara Hennessy & Riikka Hofmann. (2020) OER4Schools: Outcomes of a Sustained Professional Development Intervention in Sub-Saharan Africa. Frontiers in Education 5.
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Seyum Tekeher Getenet. (2019) Designing a professional development program for mathematics teachers for effective use of technology in teaching. Education and Information Technologies 25:3, pages 1855-1873.
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Maria Antonietta Impedovo. (2021) L’AGENTIVITÉ DES ENSEIGNANTS APRÈS UN MASTER DE FORMATION INTERNATIONALE : LES IMPLICATIONS SUR LE DÉVELOPPEMENT PROFESSIONNEL. McGill Journal of Education 55:1, pages 199-218.
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Sarah Pouezevara, Feiny Sentosa & Tifa Asrianti. 2018. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia 205 248 .
. 2018. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia.
Louis Major, Bjoern Haßler & Sara Hennessy. 2017. Handbook on Digital Learning for K-12 Schools. Handbook on Digital Learning for K-12 Schools 115 128 .

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