Effectiveness of teachers’ resources centres : A case study of TRCs in Kilimanjaro regions in Tanzania
| dc.contributor.author | Koda, Gadi Moses | |
| dc.date.accessioned | 2021-03-15T15:57:42Z | |
| dc.date.available | 2021-03-15T15:57:42Z | |
| dc.date.issued | 2006 | |
| dc.description | Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB1745.K6) | en_US |
| dc.description.abstract | The focus of this study was to examine the effectiveness of Teachers resources centres (TRCs ) in Tanzania as a strategy for professional development for new as well as on –the-job teachers. The purpose of this study was to investigate the effectiveness of TRCs in professional development of teachers in an attempt to improve teaching in primary schools in Tanzania. The study adopted a conceptual framework from ideas that TRCs are centers’ for change and innovation to improve learning and that TRCs could help to overcome the problem of professional development in Tanzania. Data for this study was collected in the existing TRCs, and Ministry of Education and culture head office in Tanzania mainland. Methods of data collection included questionnaire, documentary review, interview and observation. Findings show that expectations placed on TRCs, that include to help teachers develop their capacities to be reflective and flexible in the classrooms, to identify and solve their own problems, to create their own resources and to effectively apply new ideas to teaching and learning have not been realized. There is a little evidence of transfer of TRCs initiated materials as observed in classroom practice. Essentially, the study found out that there is little impact of TRCs on the quality of teaching and learning in the classrooms. It can be concluded that TRCs are just one strategy of professional development and that in many ways it has limited effectiveness. There seems to be a little chance for the TRCs in the sample to continue functioning in their present form without financial support and the flow of professional ideas provided by successive internal educators and external donors. Recommendations for improving the role of TRCs are made in the light of the findings. It is recommended that TRCs activities should be promoted through the media. Secondly, TRCs activities and TTC programmes should complement each other. Thirdly, since the central government is facing economics constraints, district councils should put additional efforts to TRCs. Fourthly, communities should be involved fully in TRCs development, involving establishment of modern TRCs in the Tanzanian education system | en_US |
| dc.identifier.citation | Koda, G.M, (2006). Effectiveness of teachers’ resources centres : A case study of TRCs in Kilimanjaro regions in Tanzania, Doctorial dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/14944 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | of teachers’ resources centres | en_US |
| dc.subject | TRCs in Kilimanjaro regions | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Effectiveness of teachers’ resources centres : A case study of TRCs in Kilimanjaro regions in Tanzania | en_US |
| dc.type | Thesis | en_US |