Enhancing mathematics teachers' pedagogical content knowledge and skills in Tanzania

S. Kitta

    Research output: ThesisPhD Thesis - Research UT, graduation UT

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    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.
    Original languageUndefined
    • van den Akker, Jan, Supervisor
    • van den Berg, Ellen, Advisor
    Award date4 Mar 2004
    Place of PublicationEnschede
    Print ISBNs9789036520140
    Publication statusPublished - 4 Mar 2004


    • IR-41421

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