Teacher-led professional learning in Tanzania: perspectives of mathematics teacher leaders

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dc.contributor.authorSwai, Calvin Zakaria
dc.contributor.authorGlanfield, Florence
dc.date.accessioned2021-05-25T08:43:47Z
dc.date.available2021-05-25T08:43:47Z
dc.date.issued2018
dc.descriptionFull text article. Also available at https://ger.mercy.edu/index.php/ger/article/view/406en_US
dc.description.abstractThis paper explores the perspectives of mathematics teacher leaders (MTLs) on teacher-led professional learning (TLPL). Shaped by notions of symbolic interactionism, the study employed a multisite case study design. Empirical data were collected through in-depth interviews. The study revealed the practice of TLPL influential in facilitating teacher participation and engagement in learning; encouraging long-term teacher collaboration and interaction; inviting integration of teaching experiences; inviting contextualization of professional learning; and more importantly, in promoting sustainability of professional learning of mathematics teachers. A significant implication of this study is that the education system of Tanzania needs to encourage and empower mathematics teachers to become teacher leaders for them to be able to lead and support the professional learning of mathematics teachers within their schools.en_US
dc.identifier.citationSwai, C. Z., & Glanfield, F. (2018). Teacher-Led Professional Learning in Tanzania: Perspectives of Mathematics Teacher Leaders. Global Education Review, 5(3), 183-195.en_US
dc.identifier.otherURL: https://ger.mercy.edu/index.php/ger/article/view/406
dc.identifier.urihttp://hdl.handle.net/20.500.12661/3202
dc.language.isoenen_US
dc.publisherMercy Collegeen_US
dc.subjectMathematics teachersen_US
dc.subjectRural communitiesen_US
dc.subjectTeacher-led professionalen_US
dc.subjectTeacher collaborationen_US
dc.subjectTeaching experiencesen_US
dc.subjectProfessional learningen_US
dc.subjectEducation systemen_US
dc.subjectTanzaniaen_US
dc.titleTeacher-led professional learning in Tanzania: perspectives of mathematics teacher leadersen_US
dc.typeArticleen_US
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