Pedagogy, curriculum, teaching practices and teacher education in developing countries.

Abstract

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programmes

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.