A comparative study of teachers’ continuing professional development (CPD) in Nigeria and England: a study of primary schools in Abuja and Portsmouth.
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Summary
Findings suggest that teaching conditions and opportunities for CPD in both countries may differ based on contextual factors; however, there is a common drive towards professionalism and teacher quality.
- Type
- dissertation
- Published
- 2014-01-01
- Cited by
- 5
- References
- 346
- OpenAlex
- https://openalex.org/W54679524
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:68132974
Keywords
Context (archaeology), Continuing professional development, Underpinning, Foregrounding, Professional development
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Cited by
- Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education
- Improving Basic Schools through Continuous Professional Development: The Case of Amia-Ba Circuit of Ajumako Enyan Essiam District
- Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County
- Continuing Professional Development: Understanding the Perceptions of Higher Institution Lecturers in Anambra State, Nigeria
- Evaluation of the Nigerian government’s mandatory continuing professional development programme for primary school teachers
- Continuing Professional Development: Understanding the Perceptions of Higher Institution Lecturers in Anambra State, Nigeria
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