The use of participatory approach in teaching and learning in teachers colleges in Tanzania

In this study, the use of participatory approach in teaching and learning in teachers colleges was explored with an aim of finding out whether tutors apply participatory approach in the classroom in order to improve teaching and learning among teacher trainees. Two public teachers colleges that are Tarime and Bunda teachers colleges from Tarime and Bunda Districts in Mara region were studied. Qualitative approach supplemented with quantitative data was employed. Stratified sampling, simple random sampling and purposive sampling procedures were used to select the respondents for the study. The sample consisted of 96 respondents: 64 teacher trainees, 30 tutors and 2 college principals. Furthermore, the study used semi-structured interview, FGD, questionnaires, observation and document review to collect data. The quantitative data were manually analysed and presented in frequencies, percentages and tables while qualitative data were subjected to content analysis. The study found that teacher trainees were comfortable with the level of participation in the classroom. Likewise, the study also found that tutors mostly use question and answers technique in the classroom. The study recommends that the government through Ministry of education and vocational training, in collaboration with other stake holders of education, should direct more resources to teacher colleges and schools to render the working environment conducive for effective teaching and learning. Planned in-service training programmes and workshops should be initiated and sustained at school, college, district and national level to update teachers and tutors content knowledge and pedagogical skills.