Teacher professional development (TPD) in Ghana: constraints and solutions-Reference-Cited by-同舟云学术

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Teacher professional development (TPD) in Ghana: constraints and solutions

Published:2024-05-13 Issue: Volume: Page:1-18
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Salifu Inusah¹^ORCID,Agyekum Boadi²,Nketia Doris¹

Affiliation:

1. Department of Adult Education and Human Resource Studies, School of Continuing and Distance Education, College of Education, University of Ghana, Accra, Ghana

2. School of Continuing and Distance Education, College of Education, University of Ghana, Accra, Ghana

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2024.2351947

Reference52 articles.

1. https://www.leanproduction.com/theory-of-constraints/

2. Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana

3. Abdou, E.D., 2017. Becoming a history teacher: Sustaining practices in historical thinking and knowing. In:R. Sandwell & Amy von Heyking, eds. Toronto, ON: University of Toronto Press.

4. Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

5. Implementing Inclusive Education In Early Childhood Settings: The Interplay and Impact of Exclusion, Teacher Qualities and Professional Development in Ghana

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