Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory-Reference-Cited by-同舟云学术

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Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory

Published:2024-04-25 Issue: Volume: Page:1-10
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Teshome Taddese Esayas¹^ORCID,Tasisa Dinsa Mitiku²^ORCID,Merkine Gebresilase Bereket³^ORCID,Farag Mohamed Aboudahr Shorouk Mohamed¹^ORCID

Affiliation:

1. Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, Malaysia

2. College of Social Science and Humanities, Wolkite University, Wolkite, Ethiopia

3. School of Psychology, Shandong Normal University, Jinan, People’s Republic of China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2024.2342503

Reference31 articles.

1. Interrogating the continuing professional development policy framework in Ethiopia: a critical discourse analysis

2. How, why and why not – the reflective practice of teaching staff at a Scottish university

3. Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

4. Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston: Pearson.

5. Creswell, J. W., and C. N. Poth. 2018. Qualitative Inquiry & Research Design: Choosing Among Five Approaches. 4th ed. Thousand Oaks, California: Sage.

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