Exploring Blended Learning for Science Teacher Professional Development in an African Context
This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1)...
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Formato: | article |
Lenguaje: | EN |
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Athabasca University Press
2009
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Acceso en línea: | https://doaj.org/article/479e587c5bff4019b242a324136d2766 |
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