White Paper

Teacher Professional Development & Play-based Learning in East Africa: Strengthening Research, Policy, and Practice in Ethiopia, Tanzania, and Uganda

 
The White Paper  presents findings and recommendations for improving teacher professional development with a focus on play-based learning pedagogies. Drawing on an extensive literature review and numerous key informant interviews with practitioners and policymakers, the report examines the tenets of good teacher professional development (TPD) in humanitarian and development contexts, discusses the challenges to implementing good TPD, and highlights the key actors who influence teachers’ work. 
 

Información sobre el recurso

Publicado

Publicado por

LEGO Foundation
Teachers College, Columbia University

Escrito por

Mary Mendenhall, Vidur Chopra, Danielle Falk, Chris Henderson, & Jihae Cha

Tema(s)

Teachers
Teacher Professional Development
Learning through Play
Refugees