Abstract
The findings reported here are from the second and final round of data collection and analysis for the Empowering Teachers Initiative (ETI) study entitled “Assessing the scale-up of a technology-supported, government-led teacher professional development programme in Tanzania: Considering issues of equity, agency, and adaptation”. ETI is a global programme comprising 10 country projects focusing on similar themes. Our project is part of a larger group of studies focused on “The Impact of a Tech-Supported, School-Based Teacher Continuous Professional Development Model on Learning Outcomes in Tanzania”.
Authors and contributors
Adam, Taskeen (Author)
Anthony, Gervace (Author)
Chachage, Kristeen (Author)
Hegwa, Jonathan (Author)
Hennessy, Sara (Author)
Komba, Aneth (Author)
Komba, Philbert (Author)
Koomar, Saalim (Author)
Malibichi, Mustapha (Author)
Massam, Winston (Author)
Mrope, Winifrida Jacob (Author)
Mrosso, Vicky (Author)
Mtenzi, Fredrick (Author)
Mutura, Emmanuel (Author)
Mwakabungu, Fika (Author)
Paskali (Author)
Simmons, Hannah (Author)
Swai, Calvin (Author)
Citation
Chachage, K., Swai, C., Hennessy, S., Adam, T., Koomar, S., Paskali, J. H., Massam, W., Mtenzi, F., Komba, A., Jacob Mrope, W., Anthony, G., Malibiche, M., Mrosso, V., Mutura, E., Mwakabungu, F., Komba, P., & Simmons, H. (2025). Equity and Agency in Technology-Supported Teacher Professional Development in Tanzania: Phase 2 Round 2 Recommendations. EdTech Hub. https://doi.org/10.53832/edtechhub.1118. Available at https://docs.edtechhub.org/lib/ZXGZK3XS
Link to this record
https://docs.edtechhub.org/lib/ZXGZK3XS
Key themes
- Teacher continuous professional development
- Low- and middle-income countries
Type
- Policy Brief
