Environmental education in the teacher education curriculum in Tanzania: a case study of three teachers` colleges

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University of Dar es Salaam
The aim of this study was to investigate the effectiveness of the Teachers Education Curriculum (TEC) programmes in integrating Environmental Education (EE) in the teacher development process. The study was justified on the in - built potential for the TEC in diffusing knowledge, skills and attitudes of their programmes. Available literature indicated that the effectiveness of the TEC in the field of EE had not been thoroughly studied. The extensive literature analysed the state of our environment to assess the man-land interrelationships. Besides, the principles and practices of EE were also studied. The social cognition model and social system theory were adapted to develop the conceptual frameworks for the study. The sample population included Academic Deans, Tutors and students of Butimba, Tabora and Mpwapwa Teachers Colleges (N = 215). Data was collected through ethnographic interviews, participant observation, focus-group discussion and documentary analyses procedures. The field collected and edited data was analysed through Content Analysis. The aggregate findings showed that: •EE aspects featured in the curriculum utilising a multi-disciplinary approach. •Direct linkages between curricula and extra-curricular activities were not established. • Tutors demonstrated higher competence in their disciplines. However, INSET opportunities on EE were limited. • Local communities in/around the colleges showed positive behaviours towards environmental sustainability; and •There is acute shortage of teaching - learning resources in the colleges to cater for EE. The study recommends that: •Efforts to train educational personal in the field of EE should be enhanced and increased. •National Examination Council of Tanzania (NECTA) should device a system to evaluate skills, values and attitudes derived from EE. • More relevant curricula packages focussing on environmental issues should be supplied to the colleges •The inter disciplinary approach should be adapted to facilitate effective teaching and learning of EE. •The syllabi should be reviewed to incorporate core and optional contents. •Tutors should improve their pedagogical skills through various courses, seminars and so forth. •Local Environmental Knowledge should be integrated in the existing EE syllabi.
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Environment education, Tanzania
Kapama, T. M. J. (1999) Environmental education in the teacher education curriculum in Tanzania: a case study of three teachers` colleges, Masters’ dissertation, University of Dar es Salaam. Available at (