A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions
Author:
Affiliation:
1. School of Education, Durham University, Durham, UK
2. University of Glasgow, Glasgow, UK
3. Research Insitute for Work and Society, University of Leuven, Leuven city, Belgium
Funder
VVOB Education for Development, Belgium. This article is developed from a research report submitted to the funder VVOB
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19415257.2023.2238728
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