Supporting the Continuing Professional Development of Teachers in Sub-Saharan Africa: An Integrated Teacher Education Model

Authors

Cosmas Cobbold
Albert Dare

DOI

10.58809/EJIZ1221

Abstract

Periodically, school operations come under intense review as we take inventory of what has worked and what improvements still need to be made. In fact we label time periods by major events and trends, e.g. back-to-basics (Smith, 1978). As we move into the second decade of a new millennium, we are reflecting and projecting to see where we have been and where we need to be going. We are asking what we have learned and what needs to occur to improve education and our country. The importance of teachers and teacher leadership in education is gaining attention (York-Barr & Duke, 2004; Donaldson, 2006; Silva 2000; Rhodes, C., M. Brundrett, et al., 2008). This article addresses the role spirituality plays in 21st century school leadership.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

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Recommended Citation

Cobbold, Cosmas and Dare, Albert (2011) "Supporting the Continuing Professional Development of Teachers in Sub-Saharan Africa: An Integrated Teacher Education Model," Academic Leadership: The Online Journal: Vol. 9: Iss. 1, Article 45.
DOI: 10.58809/EJIZ1221
Available at: https://scholars.fhsu.edu/alj/vol9/iss1/45