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.