The cascade model of teachers’ continuing professional development in Kenya: A time for change?
Author:
Affiliation:
1. School of Humanities and Social Sciences, Strathmore University, P.O. Box 59857-00200, Nairobi, Kenya
Publisher
Informa UK Limited
Subject
Education
Link
https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439.pdf
Reference39 articles.
1. Interrogating the continuing professional development policy framework in Ethiopia: a critical discourse analysis
2. District professional development models as a way to introduce primary‐school teachers to natural science curriculum reforms in one district in South Africa
3. Continuing Professional Development: nurturing the expert within
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