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E. S. Ndulila

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Open access Jul 2026

From Workshops to Classroom Practice: Professional Development and Observed Instructional Practices in Tanzanian Physics Classrooms

Professional development (PD) is widely recognised as a key strategy for supporting competency-based education. However, limited classroom-based evidence exists regarding how teachers’ professional learning is reflected in their instructional practices, particularly within secondary school Physics education in Tanzania...

E. S. Ndulila, Aguster Kayombo, Marcus Kipangule · 0 citations

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