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Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania

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dc.creator Anangisye, William A. L.
dc.date 2016-03-18T10:49:52Z
dc.date 2016-03-18T10:49:52Z
dc.date 2011
dc.date.accessioned 2018-04-18T12:16:30Z
dc.date.available 2018-04-18T12:16:30Z
dc.identifier Anangisye, W.A., 2011. Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania. Papers in Education and Development, pp.137-154.
dc.identifier http://hdl.handle.net/123456789/1138
dc.identifier.uri http://hdl.handle.net/123456789/11143
dc.description Quality professional development is indisputably central to building, improving and sustaining the quality of teacher professionals. Focusing on experiences in Tanzania, this paper reflects on the practices and challenges of developing quality professionals in a developing country. The paper examines the trend and efforts of building and developing quality teacher professionals across time, from the colonial epoch to the post-independence era. Considering that teachers in whatever capacity, irrespective of their geographical location, are lifelong learners, the paper discusses the possible challenges and/or impediments inherent in the development of quality teacher professionals. The paper argues that developing quality education is a responsibility developing countries must shoulder to meet the demands of the global village where teacher professional development is indispensable and inescapable
dc.language en
dc.publisher University of Dar Es Salaam
dc.subject Quality teacher professionals
dc.subject Tanzania
dc.subject Teacher professional development
dc.title Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania
dc.type Journal Article, Peer Reviewed


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