Tutors’ perspectives on the value of environmental education and its place in teacher education program in Tanzania: a case of selected teacher training colleges in Dar es Salaam

Simple item page
dc.contributor.authorMchuta, Furaha
dc.date.accessioned2019-11-12T11:44:38Z
dc.date.accessioned2020-01-08T09:14:43Z
dc.date.available2019-11-12T11:44:38Z
dc.date.available2020-01-08T09:14:43Z
dc.date.issued2014
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF G90.T34M353)en_US
dc.description.abstractThe main purpose of the study was to explore tutors’ perspectives on the value of environmental education and its place in the curriculum focusing on teacher training program in Tanzania. The sample population included four teacher training colleges in Dar es Salaam region. The study included 128 teacher trainees, 40 subject tutors, 4 academic deans and 4 college principals. Data were collected through interviews, questionnaires, non-participatory observations and documentary reviews. Qualitative data from the field were analyzed through phenomenographic approach to get qualitatively different perceptions of a phenomenon. The curriculum was analyzed using matrix approach. Quantitative data were coded, calculated and finally, presented in form of frequencies and percentages. The major findings revealed that despite variations, all participants had right perception of EE. Furthermore, the research findings indicated that EE themes have been integrated in the teacher training program. However, curriculum content covered much of education with emphasis on awareness, knowledge and skills. Education from and education for were least emphasized. It is recommended that EE themes should cover all three dimensions of environmental education so as to enable learners acquire expected competences by the end of their course. The EE implementers should openly identify EE expected competences and give them due weight. These competences include learners’ use of environment so as to gain experience from the environment, acquire a sense of concern towards environment and building capacity to take action against environmental problems. It is further suggested that the competences should be practically supervised, examined and awarded both at college and national levels. The study recommends that similar study be conducted by taking in-service teacher trainees as sample population as well as covering geographical units not covered in this study.en_US
dc.identifier.citationMchuta, F. (2014) Tutors’ perspectives on the value of environmental education and its place in teacher education program in Tanzania: a case of selected teacher training colleges in Dar es Salaam, Master dissertation, University of Dar es Salaam. Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4402
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectEnvironmental educationen_US
dc.subjectTeachers Collegesen_US
dc.subjectDar es Salaamen_US
dc.subjectTanzaniaen_US
dc.titleTutors’ perspectives on the value of environmental education and its place in teacher education program in Tanzania: a case of selected teacher training colleges in Dar es Salaamen_US
dc.typeThesisen_US
Files
Collections
Masters Dissertations