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Item history (bjohas, Fri Sep 11 2020 21:35:56 GMT+0100 (BST))

TY - RPRT
TI - Characteristics of effective teacher education in low- and middle-income countries: a summary of evidence on teacher education (HDR10B)
AU - Allier-Gagneur, Zoe
AU - McBurnie, Chris
AU - Haßler, Björn
CY - Cambridge, UK
DA - 2020/05//
PY - 2020
LA - EN
M3 - EdTech Hub Helpdesk Response
SN - 10B
L4 - zotero://select/groups/2405685/collections/RM24Q2C4
L4 - zotero://select/groups/2405685/collections/4V9CQ6QL
L4 - zotero://select/groups/2405685/collections/9MTM62R9
L4 - https://docs.edtechhub.org/lib/R9VVKUH5
N1 - <h1>Bibliography Note (Kerko)</h1>
<p>Updated: 2020-08-18_09.40.21</p>
<p>Do not edit this file manually. This file is used by Kerko to generate citation trees.</p>
<p>Source collection from which this file was generated: 4V9CQ6QL</p>
<p>[<a href="zotero://select/groups/2405685/items/26U2C9E5">VIEW</a>] Power, T., Hedges, C., McCormick, R., & Rahman, S. (2019). <em>Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities</em>. Pan-Commonwealth of Learning Forum. zotero://select/groups/2405685/items/26U2C9E5</p>
<p>[<a href="zotero://select/groups/2405685/items/N327X4KZ">VIEW</a>] Rodriguez-Segura, D. (2020). <em>Educational technology in developing countries: A systematic review</em> [EdPolicyWorks working paper]. zotero://select/groups/2405685/items/N327X4KZ</p>
<p>[<a href="zotero://select/groups/2405685/items/3EICVTPU">VIEW</a>] Darling-Hammond, L., Hyler, M. E., Gardner, M., & Gardner, M. (2016). <em>Effective Teacher Professional Development</em>. https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf zotero://select/groups/2405685/items/3EICVTPU</p>
<p>[<a href="zotero://select/groups/2405685/items/SQ5CWK8Q">VIEW</a>] Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2018). <em>Teacher Professional Development around the World: The Gap between Evidence and Practice</em>. World Bank. https://doi.org/10.1596/1813-9450-8572 zotero://select/groups/2405685/items/SQ5CWK8Q</p>
<p>[<a href="zotero://select/groups/2405685/items/LSQR8MAH">VIEW</a>] Buhl-Wiggers, J., Kerwin, J., Smith, J., & Thornton, R. (2017). <em>The Impact of Teacher Effectiveness on Student Learning in Africa</em>. Rise Programme. https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf zotero://select/groups/2405685/items/LSQR8MAH</p>
<p>[<a href="zotero://select/groups/2405685/items/KZR3PLWL">VIEW</a>] Kerwin, J., & Thornton, R. (2020, March 31). <em>Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures</em>. Jason Kerwin. https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ zotero://select/groups/2405685/items/KZR3PLWL</p>
<p>[<a href="zotero://select/groups/2405685/items/FXXS4882">VIEW</a>] McAleavy, T., Hall-Chen, A., Horrocks, S., & Riggall, A. (2018). <em>Technology-supported professional development for teachers: lessons from developing countries</em>. Education Development Trust. https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- zotero://select/groups/2405685/items/FXXS4882</p>
<p>[<a href="zotero://select/groups/2405685/items/E28QZPQQ">VIEW</a>] Polly, D., & Hannafin, M. J. (2010). Reexamining technology’s role in learner-centered professional development. <em>Educational Technology Research and Development</em>, <em>58</em>(5), 557–571. https://doi.org/10.1007/s11423-009-9146-5 zotero://select/groups/2405685/items/E28QZPQQ</p>
<p>[<a href="zotero://select/groups/2405685/items/H9W2X3KM">VIEW</a>] Haßler, B. (2020). <em>Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology</em> (EdTech Hub Helpdesk Response No. 2). EdTech Hub. https://doi.org/10.5281/zenodo.3631748 zotero://select/groups/2405685/items/H9W2X3KM</p>
<p>[<a href="zotero://select/groups/2405685/items/C85ZIVDI">VIEW</a>] Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). <em>Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review</em>. Department for International Development. zotero://select/groups/2405685/items/C85ZIVDI</p>
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<p>[<a href="zotero://select/groups/2405685/items/YAT9NL4R">VIEW</a>] Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). <em>What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review</em>. EPPI-Centre, Social Science Research Unit, Institute of Education. zotero://select/groups/2405685/items/YAT9NL4R</p>
<p>[<a href="zotero://select/groups/2405685/items/FUMAUAXK">VIEW</a>] Timperley, H., Education Counts, & Iterative Best Evidence Synthesis (programme). (2007). <em>Teacher professional learning and development: Best Evidence Synthesis Iteration (BES)</em>. Education Counts. zotero://select/groups/2405685/items/FUMAUAXK</p>
<p>[<a href="zotero://select/groups/2405685/items/9TQFMR8Y">VIEW</a>] Popova, A., Evans, D. K., & Arancibia, V. (2016). <em>Training Teachers on the Job: What Works and How to Measure It</em>. World Bank. https://doi.org/10.1596/1813-9450-7834 zotero://select/groups/2405685/items/9TQFMR8Y</p>
<p>[<a href="zotero://select/groups/2405685/items/T7DTBWJB">VIEW</a>] Haßler, B., D’Angelo, S., Walker, H., & Marsden, M. (2019). <em>Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa</em>. Open Development & Education. https://docs.opendeved.net/lib/SC8FTPC4 zotero://select/groups/2405685/items/T7DTBWJB</p>
<p>[<a href="zotero://select/groups/2405685/items/VM6NXYF3">VIEW</a>] Haßler, B. (2020). <em>Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology.</em> (EdTech Hub Helpdesk Request No. 3). EdTech Hub. https://doi.org/10.5281/zenodo.3631750 zotero://select/groups/2405685/items/VM6NXYF3</p>
<p>[<a href="zotero://select/groups/2405685/items/SC5NHA65">VIEW</a>] Haßler, B., & Moss, C. (2020). <em>Teacher professional development and coaching in low-income countries: An evidence-informed conversation</em> (EdTech Hub Helpdesk Response No. 1). EdTech Hub. https://doi.org/10.5281/zenodo.3631746 zotero://select/groups/2405685/items/SC5NHA65</p>
<p>[<a href="zotero://select/groups/2405685/items/QX23PU84">VIEW</a>] Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. <em>Teacher Development</em>, <em>18</em>(3), 403–417. https://doi.org/10.1080/13664530.2014.938106 zotero://select/groups/2405685/items/QX23PU84</p>
<p>[<a href="zotero://select/groups/2405685/items/5LADY8ET">VIEW</a>] Piper, B., Simmons Zuilkowski, S., Dubeck, M., Jepkemei, E., & King, S. J. (2018). Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides. <em>World Development</em>, <em>106</em>, 324–336. https://doi.org/10.1016/j.worlddev.2018.01.018 zotero://select/groups/2405685/items/5LADY8ET</p>
<p>[<a href="zotero://select/groups/2405685/items/CUYR2H9T">VIEW</a>] Kotze, J., Fleisch, B., & Taylor, S. (2019). Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa. <em>International Journal of Educational Development</em>, <em>66</em>, 203–213. https://doi.org/10.1016/j.ijedudev.2018.09.004 zotero://select/groups/2405685/items/CUYR2H9T</p>
<p>[<a href="zotero://select/groups/2405685/items/QIM4VXJD">VIEW</a>] Evans, D. K., & Popova, A. (2016). What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews. <em>The World Bank Research Observer</em>, <em>31</em>(2), 242–270. https://doi.org/10.1093/wbro/lkw004 zotero://select/groups/2405685/items/QIM4VXJD</p>
<p>[<a href="zotero://select/groups/2405685/items/7JBG673D">VIEW</a>] Education Commission. (2019). <em>Transforming the Education Workforce: Learning Teams for a Learning Generation</em>. Education Commission. https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf zotero://select/groups/2405685/items/7JBG673D</p>
<p>[<a href="zotero://select/groups/2405685/items/QM54QTRZ">VIEW</a>] Burns, M. (2013). Staying or leaving? Designing for persistence in an online educator training programme in Indonesia. <em>Open Learning: The Journal of Open, Distance and e-Learning</em>, <em>28</em>(2), 141–152. https://doi.org/10.1080/02680513.2013.851023 zotero://select/groups/2405685/items/QM54QTRZ</p>
<p>[<a href="zotero://select/groups/2405685/items/V3PRBKSK">VIEW</a>] Swaffield, S., Jull, S., & Ampah-Mensah, A. (2013). Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning. <em>Procedia - Social and Behavioral Sciences</em>, <em>103</em>, 1295–1302. https://doi.org/10.1016/j.sbspro.2013.10.459 zotero://select/groups/2405685/items/V3PRBKSK</p>
<p>[<a href="zotero://select/groups/2405685/items/NJMUBYRW">VIEW</a>] Power, T. (2012). The “new” new technology: Exploiting the potential of mobile communications and open educational resources. In <em>Teacher Education and the Challenge of Development: A Global Analysis</em>. Taylor & Francis Group. http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661 zotero://select/groups/2405685/items/NJMUBYRW</p>
<p>[<a href="zotero://select/groups/2405685/items/VWT6F8G2">VIEW</a>] Zhang, L., Lai, F., Pang, X., Yi, H., & Rozelle, S. (2013). The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools. <em>Journal of Development Effectiveness</em>, <em>5</em>(3), 339–358. https://doi.org/10.1080/19439342.2013.807862 zotero://select/groups/2405685/items/VWT6F8G2</p>
<p>[<a href="zotero://select/groups/2405685/items/CW48D6C7">VIEW</a>] Wolf, S., Torrente, C., McCoy, M., Rasheed, D., & Aber, J. L. (2015). Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo. <em>Comparative Education Review</em>, <em>59</em>(4). https://doi.org/10.1086/682902 zotero://select/groups/2405685/items/CW48D6C7</p>
<p>[<a href="zotero://select/groups/2405685/items/J52Y2D26">VIEW</a>] Yoshikawa, H., Snow, C., Barata, C., Gomez, C., Leyva, D., Treviño, E., Weiland, C., & Moreno, L. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. <em>Developmental Psychology</em>, <em>51</em>(5), 309–322. https://doi.org/10.1037/a0038785 zotero://select/groups/2405685/items/J52Y2D26</p>
<p>[<a href="zotero://select/groups/2405685/items/YJCET4KE">VIEW</a>] Yoon, K. S., Duncan, T., Wen-yu Lee, S., Scarloss, B., & Shapley, K. (2007). <em>Reviewing the evidence on how teacher professional development affects student achievement</em> (No. 033; Issues & Answers, p. 62). National Center for Education Evaluation and Regional Assistance. zotero://select/groups/2405685/items/YJCET4KE</p>
<p>[<a href="zotero://select/groups/2405685/items/H52RQ6MY">VIEW</a>] Wolf, S., Aber, J. L., Behrman, J. R., & Tsinigo, E. (2019). Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness. <em>Journal of Research on Educational Effectiveness</em>, <em>12</em>(1), 10–37. https://doi.org/10.1080/19345747.2018.1517199 zotero://select/groups/2405685/items/H52RQ6MY</p>
<p>[<a href="zotero://select/groups/2405685/items/T5RRAJCQ">VIEW</a>] Wolf, S., Aber, J. L., & Behrman, J. (2019). <em>The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana</em>. Innovations for Poverty Action. https://www.poverty-action.org/sites/default/files/publications/QP4G%20Final%20Results_11.15.19.pdf zotero://select/groups/2405685/items/T5RRAJCQ</p>
<p>[<a href="zotero://select/groups/2405685/items/97JNXGSM">VIEW</a>] Wedell, M. (2009). <em>Planning for educational change: putting people and their contexts first</em>. Bloomsbury publishing. zotero://select/groups/2405685/items/97JNXGSM</p>
<p>[<a href="zotero://select/groups/2405685/items/FALV664A">VIEW</a>] Wolf, S. (2017). <em>The Impacts of Fast Track Transformational Teacher Training in Ghana</em>. Innovations for Poverty Action. https://www.poverty-action.org/sites/default/files/publications/FTTT%20Preliminary%20Results%20v2-2.pdf zotero://select/groups/2405685/items/FALV664A</p>
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<p>[<a href="zotero://select/groups/2405685/items/4LJMMWWE">VIEW</a>] Vavrus, F. (2009). The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. <em>International Journal of Educational Development</em>, <em>29</em>(3), 303–311. https://doi.org/10.1016/j.ijedudev.2008.05.002 zotero://select/groups/2405685/items/4LJMMWWE</p>
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<p>[<a href="zotero://select/groups/2405685/items/6HJTTDI9">VIEW</a>] Venkat, H., & Spaull, N. (2015). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. <em>International Journal of Educational Development</em>, <em>41</em>, 121–130. https://doi.org/10.1016/j.ijedudev.2015.02.002 zotero://select/groups/2405685/items/6HJTTDI9</p>
<p>[<a href="zotero://select/groups/2405685/items/2QG2SP3Z">VIEW</a>] Tolley, L., Johnson, L., & Koszalka, T. (2012). An intervention study of instructional methods and student engagement in large classes in Thailand | Elsevier Enhanced Reader. <em>International Journal of Educational Research</em>, <em>53</em>. https://doi.org/10.1016/j.ijer.2012.05.003 zotero://select/groups/2405685/items/2QG2SP3Z</p>
<p>[<a href="zotero://select/groups/2405685/items/HZ5IGX9C">VIEW</a>] Shriberg, J. (2007). <em>Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia</em>. International Rescue Committee. http://www.ungei.org/resources/files/doc_1_Teaching_Well_-_IRC_Liberia_Report-1.pdf zotero://select/groups/2405685/items/HZ5IGX9C</p>
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<p>[<a href="zotero://select/groups/2405685/items/N5D4AFRF">VIEW</a>] Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research. <em>Review of Educational Research</em>, <em>88</em>(4), 479–507. https://doi.org/10.3102/0034654317751919 zotero://select/groups/2405685/items/N5D4AFRF</p>
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<p>[<a href="zotero://select/groups/2405685/items/35I9GLWU">VIEW</a>] Scher, L., & O’Reilly, F. (2009). Professional Development for K–12 Math and Science Teachers: What Do We Really Know? <em>Journal of Research on Educational Effectiveness</em>, <em>2</em>(3), 209–249. https://doi.org/10.1080/19345740802641527 zotero://select/groups/2405685/items/35I9GLWU</p>
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<p>[<a href="zotero://select/groups/2405685/items/7A2ZCMGH">VIEW</a>] Bruns, B., Costa, L., & Cunha, N. (2018). <em>Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?</em> 44. https://doi.org/10.1016/j.econedurev.2018.03.003 zotero://select/groups/2405685/items/7A2ZCMGH</p>
<p>[<a href="zotero://select/groups/2405685/items/I898ERZQ">VIEW</a>] Bold, T., Filmer, D., Martin, G., Molina, E., Rockmore, C., Stacy, B., Svensson, J., & Wane, W. (2017). <em>What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa</em> (No. 7956; Policy Research Working Paper). World Bank. https://doi.org/10.1596/1813-9450-7956 zotero://select/groups/2405685/items/I898ERZQ</p>
<p>[<a href="zotero://select/groups/2405685/items/THJLBADH">VIEW</a>] Boitshwarelo, B. (2009). Exploring Blended Learning for Science Teacher Professional Development in an African Context. <em>The International Review of Research in Open and Distributed Learning</em>, <em>10</em>(4). https://doi.org/10.19173/irrodl.v10i4.687 zotero://select/groups/2405685/items/THJLBADH</p>
<p>[<a href="zotero://select/groups/2405685/items/7N6P78H9">VIEW</a>] Bof, A. (2004). Distance Learning for Teacher Training in Brazil. <em>International Review of Research in Open and Distance Learning</em>, <em>5</em>(1). https://doi.org/10.19173/irrodl.v5i1.172 zotero://select/groups/2405685/items/7N6P78H9</p>
<p>[<a href="zotero://select/groups/2405685/items/K8ZKUDQE">VIEW</a>] Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? <em>Cogent Education</em>, <em>3</em>(1). https://doi.org/10.1080/2331186X.2016.1139439 zotero://select/groups/2405685/items/K8ZKUDQE</p>
<p>[<a href="zotero://select/groups/2405685/items/25GLFYDL">VIEW</a>] Bennell, P., & Akyeampong, K. (2007). <em>Teacher Motivation in Sub-Saharan Africa and South Asia</em> (p. 114). https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf zotero://select/groups/2405685/items/25GLFYDL</p>
<p>[<a href="zotero://select/groups/2405685/items/FV9UENIM">VIEW</a>] Bau, N., & Das, J. (2017). <em>The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers</em> (No. 8050; Policy Research Working Paper). World Bank. http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf zotero://select/groups/2405685/items/FV9UENIM</p>
<p>[<a href="zotero://select/groups/2405685/items/6DFFLQG2">VIEW</a>] Barrett, A. M. (2007). Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools. <em>Comparative Education</em>, <em>43</em>(2), 273–294. https://doi.org/10.1080/03050060701362623 zotero://select/groups/2405685/items/6DFFLQG2</p>
<p>[<a href="zotero://select/groups/2405685/items/LEGZTSPV">VIEW</a>] Banerjee, A., Banerji, R., Berry, J., Duflo, E., Kannan, H., Mukherji, S., Shotland, M., & Walton, M. (2016). <em>Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India</em> (No. 22746; NBER Working Paper Series). https://www.nber.org/papers/w22746.pdf zotero://select/groups/2405685/items/LEGZTSPV</p>
<p>[<a href="zotero://select/groups/2405685/items/F56XXH53">VIEW</a>] Bando, R., Gallego, F., Gertler, P., & Fonseca, D. R. (2017). Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning. <em>Economics of Education Review</em>, <em>61</em>, 162–173. https://doi.org/10.1016/j.econedurev.2017.07.005 zotero://select/groups/2405685/items/F56XXH53</p>
<p>[<a href="zotero://select/groups/2405685/items/CLHEDE9L">VIEW</a>] Bainton, D., Barrett, A. M., & Tikly, L. (2016). <em>Improving Secondary School Teacher Quality in Sub-Saharan Africa</em> (No. 3; Bristol Working Papers in Education). University of Bristol. zotero://select/groups/2405685/items/CLHEDE9L</p>
<p>[<a href="zotero://select/groups/2405685/items/KDTYGMTI">VIEW</a>] Arkorful, K. K. D. (2013). <em>Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana</em>. University of Sussex. http://sro.sussex.ac.uk/id/eprint/45242/1/Arkorful%2C_Kingsley_K_D.pdf zotero://select/groups/2405685/items/KDTYGMTI</p>
<p>[<a href="zotero://select/groups/2405685/items/QR783YSK">VIEW</a>] Arbeiter, S., & Hartley, S. (2002). Teachers’ and Pupils’ Experiences of Integrated Education in Uganda. <em>International Journal of Disability, Development and Education</em>, <em>49</em>(1), 61–78. https://doi.org/10.1080/10349120120115334 zotero://select/groups/2405685/items/QR783YSK</p>
<p>[<a href="zotero://select/groups/2405685/items/LE8JDQQF">VIEW</a>] Altinyelken, H. K. (2010). Pedagogical renewal in sub‐Saharan Africa: the case of Uganda. <em>Comparative Education</em>, <em>46</em>(2), 151–171. https://doi.org/10.1080/03050061003775454 zotero://select/groups/2405685/items/LE8JDQQF</p>
<p>[<a href="zotero://select/groups/2405685/items/SHM89KC8">VIEW</a>] Akyeampong, K., & Stephens, D. (2002). Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education. <em>International Journal of Educational Development</em>, <em>22</em>(3), 261–274. https://doi.org/10.1016/S0738-0593(01)00064-5 zotero://select/groups/2405685/items/SHM89KC8</p>
<p>[<a href="zotero://select/groups/2405685/items/BINXNTZ6">VIEW</a>] Aker, J. C., & Ksoll, C. (2015). <em>Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger</em>. https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf zotero://select/groups/2405685/items/BINXNTZ6</p>
<p>[<a href="zotero://select/groups/2405685/items/ERDDUSBE">VIEW</a>] Addy, N., Kraft, R., Carlson, S., & Fletcher, B. (2012). <em>Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework</em>. Coffey International. https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf zotero://select/groups/2405685/items/ERDDUSBE</p>
<p>[<a href="zotero://select/groups/2405685/items/TRRZUHFS">VIEW</a>] Haßler, B., Bennett, G., & Damani, K. (2020). <em>Teacher professional development in sub-Saharan Africa: Equity and scale</em>. zotero://select/groups/2405685/items/TRRZUHFS</p>
<p>[<a href="zotero://select/groups/2405685/items/NZ3GKZCR">VIEW</a>] Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. <em>Journal of Learning for Development</em>, <em>5</em>(1), 58–78. zotero://select/groups/2405685/items/NZ3GKZCR</p>
<p>[<a href="zotero://select/groups/2405685/items/PKLI25VA">VIEW</a>] Lawrie, J., Sara Hennessy, Haßler, B., & Phalachandra. (2015). Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities. In <em>Where it’s needed most: Quality professional development for all teachers</em> (pp. 131–143). Inter-agency network for education in emergencies. zotero://select/groups/2405685/items/PKLI25VA</p>
N1 - <p>Haßler, et al., (2020). Characteristics of effective teacher education in low- and middle-income countries: a summary of evidence on teacher education. ; Zotero app: zotero://select/2405685/items/R9VVKUH5; browser: http://zotero.org/groups/2405685/items/R9VVKUH5; ETH library: https://docs.edtechhub.org/lib/R9VVKUH5;</p>
N1 - <h1>List of citing articles (not used for Kerko)</h1>
<p>Updated: 2020-08-18_09.40.21</p>
<p>Do not edit this file manually. This file is for information only, it is not used by kerko.</p>
<p></p>
KW - _forthcoming
KW - _zenodoODE
KW - docs.opendeved.net
ER -

TY - RPRT
TI - XX Characteristics of effective teacher education in low- and middle-income countries: a detailed summary of evidence on teacher education. (EdTech Hub Helpdesk Response No. 10B).
AU - Haßler, Björn
AU - Allier-Gagneur, Zoe
AU - McBurnie, Chris
DA - 2020///
PY - 2020
ER -

group:2405685

itemKey:R9VVKUH5

itemKeyOld:3TKLS2TH