An evaluation of teacher education and training in Tanzania: a comparative study between licensed and normal trained teachers
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Date
2014
Authors
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Journal ISSN
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Publisher
University of Dar es Salaam
Abstract
The focus of this study was to make an evaluation of the two types of teacher education and training (crash and normal) programs in Tanzania. The study had the following specific objectives: to explore the nature of normal and crash programs that existed/exist for teachers’ education and training in Tanzania; to examine the nature of teachers’ operation in classroom for both types of teachers and to explore types of in-service training that are offered to both types of teachers in order to update their knowledge and skills. Furthermore, the objectives were to explore self initiatives of licensed teachers in attaining in-service training course to update their knowledge and skills and to identify challenges and problems that face tutors, licensed and normal teachers so as to suggest the way forward in terms of improvement. The study adopted a theoretical framework of an Instructional Model of teaching and learning for teachers. Such a model helps teachers to become competent in preparing lesson plans, schemes of work and preparation of enough materials to the students. The study involved a total of 200 respondents and the sample for the study was obtained by using purposive sampling and snow ball techniques. The data for this study was also collected in the existing public secondary schools, zonal secondary inspectorate department, Tanzania Institute of Education, Ministry of Education and Vocational Training, Teachers’ training colleges and some education stakeholders. Data collection methods included interview, questionnaires, documentary review, and classroom observation. The study revealed that normal trained teachers performed their teaching better. However, both types of teachers had similar weaknesses of preparation of lesson notes and plan. Several recommendations have been made for further action in order to salvage the situation. These are as follows: Ministry of Education and Vocational Training should provide and support general specific in-service training programs especially for the crash trained teachers, so that they become more knowledgeable and skilled in teaching and learning processes. The Ministry of Education and Vocational Training should also support the existing Teacher Resource Centres so that there are regular and continuous in-service activities going on at the centres to equip the teachers with more knowledge and skills. The Zonal and District Secondary Schools Inspectorate Officers should conduct frequent schools inspection in order to monitor the teachers in their day-to-day activities. School Headmasters/Mistresses should see to it that daily routines of the teachers are monitored and that local arrangements are made for teachers to share knowledge and skills among themselves. Lastly, the Tanzania Institute of Education should ensure that school curricula are in operation for a long time before changing them.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1731T34M44)
Keywords
Teachers, In-service training, Tanzania
Citation
Meli, B.M. (2014) An evaluation of teacher education and training in Tanzania: a comparative study between licensed and normal trained teachers, Doctoral Dissertation, University of Dar es Salaam, Dar es Salaam