The impact of teacher professional development programmes conducted at teacher centres in Zanzibar: the case of Physics Teachers at Selected Ordinary level Secondary Schools
| dc.contributor.author | Abass, Maimuna Fadhil | |
| dc.date.accessioned | 2019-07-09T05:43:35Z | |
| dc.date.accessioned | 2020-01-08T09:13:17Z | |
| dc.date.available | 2019-07-09T05:43:35Z | |
| dc.date.available | 2020-01-08T09:13:17Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study investigated the impact of Teacher Professional Development Programmes (TPDP) conducted at teacher resource centres for Physics teachers in selected secondary schools in Unguja, Zanzibar. More specifically, the study investigated the impact under four specific objectives. Firstly, the study examined the extent to which the TPDP is designed to help Physics teachers develop teaching skills and knowledge. Secondly, it analyzed the environment in which Physics teachers enforce new teaching and learning techniques. Thirdly, it established ways used by head of schools to support professional development in their schools. Fourthly, the study investigated the challenges faced by physics teachers during the implementation of such programmes. The study was conducted in the three regions. It involved 53 interviewees obtained through the use of purposive and simple random sampling techniques. The case study was done through interviews, classroom observations, and documentary search. Data was analyzed through content data analysis. The findings of this study revealed the following. The Physics teachers who benefited from different programmes developed their knowledge and skills through these programmes. However, some of the teachers who participated in these physics programmes did not utilize the knowledge and skills obtained in their classrooms. The study revealed challenges that physics teachers and schools in general face. These include in adequate teaching and learning resources, teachers incompetence in terms of content knowledge and skill, as well as lack of follow- ups at the implementation stage in the schools. she study recommended that School Board, Society and Ministry of education should work towards developing the schools. Society should support schools through monetary contribution to be used in buying materials, developing school infrastructures and building new classrooms. Also the programmes conducted should emphasize improvisation of teaching and learning materials using resources available locally. The Ministry of Education should also employ more trained science teachers in schools to reduce the workload of teachers. Also the implementing organization and the Ministry should map out strategies for monitoring and making follow-up during the implementations of the programmes and afterwards. | en_US |
| dc.identifier.citation | Abass, M.F (2011)The impact of teacher professional development programmes conducted at teacher centres in Zanzibar: the case of Physics Teachers at Selected Ordinary level Secondary Schools, master dissertation, University of Dar es Salaam (available at http://41.86.178.3/internetserver3.1.2/detail.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4056 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Teacher Centres | en_US |
| dc.subject | Teacher Centres | en_US |
| dc.subject | Professional development programmes | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Physics teachers | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Zanzibar | en_US |
| dc.title | The impact of teacher professional development programmes conducted at teacher centres in Zanzibar: the case of Physics Teachers at Selected Ordinary level Secondary Schools | en_US |
| dc.type | Thesis | en_US |