The role of teacher resource centres in orienting in-service teachers on implementing new curricular: the case of Iringa Region
| dc.contributor.author | Ngimba, Suzana | |
| dc.date.accessioned | 2019-06-04T10:55:55Z | |
| dc.date.accessioned | 2020-01-08T09:12:53Z | |
| dc.date.available | 2019-06-04T10:55:55Z | |
| dc.date.available | 2020-01-08T09:12:53Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study sought to investigate the role of Teacher Resource Centres in orienting in-service teachers on implementing new curricular in Iringa region. Objectives of the study were to find out if TRC Coordinators, trainers and trainees underwent any seminar or workshop about implementation of new curricular. Also to identify skills given at TRCs; to assess transfer of skills from TRCs into the actual classroom and to find out challenges facing TRCs in orienting teachers on implementing new curricular. The study used mainly qualitative research approach although there were some elements of quantitative research approach. Instruments used to collect data were questionnaires, interviews and observation. Respondents were TRC Coordinators, TRC trainers, teachers, school inspectors, head teachers, DEOs/MEOs, and TC Principal. Findings revealed that the majority of TRCs were orienting teachers on implementing new curricular. Some TRC Coordinators and trainers and trainees attended seminar and workshops concerning new curricular. On the other hand a few respondents reported that TRC Coordinators, trainers and trainees did not attend seminars or workshops about new curricular. Also findings revealed that TRCs imparted relevant skills to trainees. Findings revealed further that majority of TRCs trainees applied skills acquired from TRCs to the actual classroom. Findings also revealed that TRCs faced a lot of challenges like financial problems, physical resources and human resources and negative attitude towards TRCs from different stakeholders. The study recommends that TRCs should recruit competent and committed TRC Coordinators so as to coordinate the centres’ activities before establishing any new training programme. The government should make sure that TRC Coordinators and trainers are informed about curriculum changes every time and should conduct seminars as well as workshops on new curricular to them. Also the government should set up a clear and specific curriculum for TRCs and should make sure that the syllabus is well implemented in centres. TRCs should be supported in terms of finance, teaching and learning materials as well as transport. Furthermore, TRCs should be established at each ward. The measures will reduce long distance between schools and centres. For further research, the study recommends that similar study on the role of TRCs in orienting in-service teachers on implementing new curricular should be conducted in other regions in Tanzania to get an overall picture on the role of TRCs concerning curricular implementation. Also investigations can be done on Circular No. 10 of 10/0/2002 ED/OK/C.2/4/III/12 that has stopped academic subjects to be taught at the TRCs and encourage pedagogical professional skills. | en_US |
| dc.identifier.citation | Ngimba, S (2010) The role of teacher resource centres in orienting in-service teachers on implementing new curricular: the case of Iringa Region. Master dissertation. University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspx | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3886 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Resource centers (Education) | en_US |
| dc.subject | Resource programs (Education) | en_US |
| dc.subject | Curricula | en_US |
| dc.subject | Iringa region | en_US |
| dc.title | The role of teacher resource centres in orienting in-service teachers on implementing new curricular: the case of Iringa Region | en_US |
| dc.type | Thesis | en_US |