The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: implications for professionalism-Reference-Cited by-同舟云学术

The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: implications for professionalism

Published:2023-12-19 Issue: Volume: Page:1-17
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Geletu Girma Moti¹^ORCID

Affiliation:

1. Curriculum Studies, College of Education & Behavioral Sciences, School of Teacher Education, Hawassa University, Hawassa, Ethiopia

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2023.2293209

Reference65 articles.

1. The Practices and Challenges of School-Based Continuous Professional Development: A Case of Government Secondary Schools of Hawassa City;Abraham T.;Academic Journal of Educational and Research Reviews,2019

2. Allen, M. 2005. Eight Questions on Teacher Recruitment and Retention: What Does the Research say? Denver, Co: Educational commission of the states.

3. Teacher Professionalism: Analysis of Professionalism Phases. Faculty of Economics, University of Negeri Malang, East Java, Indonesia;Aulia H.;Canadian Center of Science and Education,2017

4. Blandford, S. 2001. Managing Professional Development in Schools. London: Rutledge Publisher.

5. Bleach, K. 1999. The Induction and Mentoring of Newly Qualified Teachers: A new Deal for Teachers. London: David Fulton Publisher.

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