Journal of International Cooperation in Education Vol.15 No.3 (March 2013)

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Beginning Teachers’ Professional Identity Formation in
Early Science Mathematics and Technology Teaching:
What Develops?
Marie Botha and Gilbert Onwu
University of Pretoria, South Africa
Assessing Efforts to Address Cultural Constraints to
Girls’ Access to Education Among the Maasai in Tanzania:
A Case Study of Monduli District
Eulalia I. Temba, Leticia Warioba and Dominik T. Msabila
Mzumbe University, Tanzania
Affective and Cognitive Characteristics of Nigerian Student-Teachers:
Towards Developing an Effective Teacher Education Framework
Oyenike Adeosun, Soji Oni and Bayo Oladipo
University of Lagos, Nigeria
Professional Development for Primary School Teachers in
Madagascar: Around Teachers’ Network
Judith Raholdina-Razafimbelo, Célestin Razafimbelo,
Narisoa Ramanitra, Maminiaina Alex Andrianavalonirina
and Harinosy Ratompomalala

Ecole Normale Supérieure of Antananarivo, Madagascar
Lina Rajonhson and Daniel Razanakolona
Ministry of Education, Madagascar
School-based continuous Teacher Professional Development in Addis Ababa:
An Investigation of Practices, Opportunities and Challenges
Daniel Desta, Desalegn Chalchisa and Girma Lemma
Addis Ababa University, Ethiopia
Effectiveness of University Teacher Education Curriculum
on the Secondary School Teacher Performance in Uganda:
The Case of Kyambogo University
Justine Otaala, John S. Maani and Godfrey G. Bakaira
Kyambogo University, Uganda
Girl-Child Education Campaigns and
Enrolment/Retention in Zambian Basic Schools:
Impact Analysis
Chishimba Nkosha, Musonda Luchembe and Peggy Nsama Chakufyali
University of Zambia, Zambia
Factors Affecting Female Students’ Academic Achievement at Bahir Dar University
Yeshimebrat Mersha, Alemayehu Bishaw and Firew Tegegne
Bahir Dar University, Ethiopia
Examination of Locally and Externally-Initiated Teacher
Professional Development (TPD) Programmes for Science and
Mathematics Teachers in Ugandan Secondary Schools
Connie Ssebbunga-Masembe, Ronald Bisaso, Charles Kyasanku and
Rose Costa Nakawuki

Makerere University, Uganda
Mary Goretti Nakabugo
University of KwaZulu-Natal, South Africa
Teachers Implementing an Educational Policy and
Implications for Pupils’ (Especially Girls’) Access,
Performance and Retention
Ibro Chekaraou and Nana Aicha Goza
University of Niamey, Niger
The Development of Teacher Professional Identity at
the University of Dar es Salaam:
Perceptions and Influencing Factors
Willy L. M. Komba
Mkwawa University College of Education, Tanzania
William A. L. Anangisye and Joviter K. Katabaro
University of Dar es Salaam, Tanzania
Exploring the Processes and Outputs of School Grants:
The Case for Direct Support to Schools in Malawi
Dorothy C. Nampota and Lizzie Chiwaula
University of Malawi, Malawi