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dc.contributor.author Moswela, B.
dc.date.accessioned 2008-09-02T10:02:09Z
dc.date.available 2008-09-02T10:02:09Z
dc.date.issued 2006-11
dc.identifier.citation Moswela, B. (2006) Teacher professional development for the new school improvement: Botswana, International Journal of Lifelong Education, Vol. 25, No. 6, pp. 623-632 en
dc.identifier.issn 0260-1370
dc.identifier.uri http://hdl.handle.net/10311/207
dc.description.abstract This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in-service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial skills. en
dc.language.iso en en
dc.publisher Routledge, Taylor & Francis Group; http://www.tandf.co.uk/journals/TF/02601370.html en
dc.subject Teacher development programmes en
dc.subject Teachers en
dc.subject Botswana en
dc.title Teacher professional development for the new school improvement: Botswana en
dc.type Article en


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