@incollection{hasler_teacher_2021, title = {Teacher professional development in sub-{Saharan} {Africa}: {Equity} and scale}, url = {https://docs.opendeved.net/lib/E2Q73NBN}, abstract = {This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.}, booktitle = {Embedding {Social} {Justice} in {Teacher} {Education} and {Development} in {Africa}}, publisher = {Routledge}, author = {Haßler, Björn and Bennett, Gemma and Damani, Kalifa}, editor = {McNaught, Carmel and Gravett, Sarah}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9}, keywords = {Author:Haßler, Björn-CV-OECS, \_yl:a, dode\_eth-src-dode, dode\_eth-trf2-dode}, }