The study has revealed that the use of a comprehensive, school-based programme, emphasising peer collaboration, can be a promising scenario for professional development of mathematics teachers in Tanzania. Such a comprehensive approach has the potential of supporting teachers with diverse levels of expertise and experience in teaching. By tailoring the programme to the school level, it can help to offer support that is contextually relevant and meaningfully addressing the needs of the teachers.
|Award date||4 Mar 2004|
|Place of Publication||Enschede|
|Publication status||Published - 4 Mar 2004|