Browsing by Author "Mazzuki, Blandina Daniel"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania
    (University of Dar es Salaam, 2017) Mazzuki, Blandina Daniel
    This study examined the effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania. With new roles and responsibilities of teachers emanating from the introduction of the learner-centred teaching approach, a knowledgeable teacher without positive attitudes and commitment towards teaching may not sustain quality education. Therefore, developing positive attitudes and preparing teachers who are committed is an invaluable element of the teaching and learning process in teacher education. Guided by the Reasoned Action and Social Learning Theories, the objectives of the study were to (i) analyse classroom practices used by tutors in delivering pre-service teacher education (ii) examine development of teaching commitment among pre-service student teachers, (iii) describe reasons for the level of teaching commitment among pre-service student teachers and (iv) explore other factors associated with the development of teaching commitment among pre-service student teachers in teacher colleges. The study employed mixed methods research approach whereby it used embedded multiple cases and crosssectional designs. Data collection was through classroom observation checklist, faceto-face interviews, self-completion questionnaires, focus group discussions and documentary review. The sample size for this study was 502, comprising 10 tutors and 492 student teachers from four teacher colleges in Dar es Salaam and Morogoro regions. The findings indicated that there were still poor practices of role modelling in teacher training colleges despite the government’s efforts to facilitate role modelling in order to develop positive mind sets and attitudes towards the teaching profession. This situation was a result of inadequate qualifications of tutors and teaching and learning facilities. The study also established that teacher education was not developing teaching commitment among student teachers. There was no significant difference between first year and second year student teachers to allow the conclusion that teacher education developed teaching commitment among student teachers. The findings further indicated that it was important to merge role modelling with other factors such as collaboration between teacher colleges and other communities, insisting on professional courses, improvement of tutors’ autonomy to screen student teachers who are suitable for teaching, and provision of teaching guidelines to student teachers in order to make role modelling more effective. The study further recommends that the endeavour to address lack of commitment among student teachers should be multi-dimensional by involving humanistic nurturing learning and favourable working and living conditions for teachers. The study contributes to the understanding of the importance of teacher education in developing teaching commitment through affective learning specifically role modelling of tutors.
  • No Thumbnail Available
    Item
    Impact of increased enrolment of pupils on the teaching and learning process: the case of government primary schools in Singida rural district, Tanzania
    (University of Dar es Salaam., 2008) Mazzuki, Blandina Daniel
    This study sought to investigate the impact of increased enrolment of pupils on the teaching and learning process in primary schools. More specifically, the study attempted to answer four questions: (i) to what extent the enrolment of pupils in primary schools increase between 1999 and 2007 9II0 why did enrolment of pupils go beyond the available facilities (iii) how did the increase in the enrolment of pupils influence the teaching and learning process and, IV) what should be done to mitigate the impact of IeoP on the teaching and learning process? The study was carried out in Singida region: involving 104 participants and respondents from four government primary schools in Singida Rural district. It was a case study which was done through document search, classroom observation, semi-structured interviews, focus group discussion, checklist, Likert scale and inventories. The methodology of the study included qualitative and quantitative approaches. Findings of the study revealed the following, First, there was evidence of increased enrolment of pupils in all primary schools included in the study. Secondly, the Increased Enrolment of pupils (IEoP) did not go hand with an increase in the provision of teaching and learning facilities. Thirdly, the IEoP had negative impacts on the teaching and learning process. This has implications for the government to improve teaching and learning facilities to match the IeoP. In the light of the findings, it is recommended among others that members of the community should be made aware of the need of their contribution to the provision of teaching and learning facilities in primary schools in their locality.