Assessing the impact of professional development programmes on English language tutors’ instructional practices in public diploma teachers’ colleges in Tanzania

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University of Dar es Salaam
The purpose of this study was to assess the impact of English professional programmes on English Language tutors’ instructional practises in Public diploma teachers’ colleges in Tanzania. The study was carried out in Morogoro and Tanga regions. The study had three objectives: To investigate appropriateness of PD models and its effects on English language tutors’ teaching skills; examine availability and utilization of resources in implementing skills and knowledge gained from EPDPs and to determine how English language tutors are able to enforce knowledge gained EPDPs. This study was guided by Provus Discrepancy Model as conceptual framework of the study. Data were collected from sample of 58 respondents who were obtained through purposive sampling. Data were collected through semi- structured interviews, focus group discussions, observations and documentary review and analyzed using thematic data analysis method. Findings show that EPDPs used two major models in enhancing knowledge and skills to English tutors, Training and Cascade. However it was found that Cascade model is commonly employed in EPDPs, and majority of English language tutors claimed that this model impinges acquisition of knowledge and skills thus not contributed to improving their teaching skills. The study revealed that all sampled TTCs have inadequate teaching and learning resources for English Language Tutors to implement skills and knowledge gained from EPDPs. Some English tutors improved on their teaching techniques, however majority do not put in practice the knowledge and skills gained from PDPs. From the findings it is concluded that the impact of PDPs is not outstandingly visible in everyday application of teaching and learning by the recipient English language tutors in imparting gained skills and knowledge to prospective teachers. The study recommended that Organizers and sponsors of PDPs should re-think on the use of Cascade model due to its shortfalls by integrating other models so as to make positive impacts to English tutors. Follow ups should be made on English Language tutors who attended the trainings so as to note areas that need attention and difficulties tutors experience in implementing new knowledge. Ministry of education and Colleges management should address challenges facing English tutors in implementing knowledge and skills gained from EPDPs.
: Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF PE1128.A2T34L87)
English language, English teachers, In-service training, Teachers Colleges, Tanzania
Lutengano, E. (2015). Assessing the impact of professional development programmes on English language tutors’ instructional practices in public diploma teachers’ colleges in Tanzania, Master dissertation, University of Dar es Salaam.