Implementation of a planned educational innovation.A Case of Grade III C/B In-service Primary School Teachers’ Learning at a Distance in Tanzania
| dc.contributor.author | Kakili, Mariam Barnabas | |
| dc.date.accessioned | 2020-05-29T07:43:49Z | |
| dc.date.available | 2020-05-29T07:43:49Z | |
| dc.date.issued | 2001 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC72.2.T34K34) | en_US |
| dc.description.abstract | The purpose for this study was to investigate the implementation of teacher education programme through distance learning methods (Teacher Education by Distance - TED). The study was based on three tasks namely: (1) Circumstances under which the programme was initiated; (2) perceptions of learners and tutors on the programme and its implementation; and (3) description and analysis of problems and constraints that managers faced in managing the TED programme. A qualitative approach was employed with semi-structured interviews, focused group discussions and documentary review' as the methods for data collection. The sample of this study was composed of 47 learners, nine tutors, three DEOs, three zonal managers and the national programme coordinator. Evidence from the findings indicate that the TED programme was initiated because there was no programme to up- grade primary school teachers after the closure of the correspondence programme in 1993. Accordingly, the Education and Training Policy statement to up-grade Grade III B/C teachers to attain 'O’ level and Grade IQ'A’ Teacher Education Certificate had also to be fulfilled. Although the TED programme was seen as a way to up-grade Grade III C/B primary school teachers academically and professionally, the material conditions existing in Tanzania made implementation of the programme difficult. Overall, Fullan’ ideas on management of a planned educational change were not effectively reflected at the initiation and implementation. The researcher recommends that: (1) the MoEC should consider participation of key actors in the whole process of planning and implementation so as to cultivate shared commitment and a sense of responsibility of all parties involved; and (2) The MoEC should also ensure that tutors are oriented enough with methodology of distance learning to facilitate effective learning. | en_US |
| dc.identifier.citation | Kakili, M B (2001) , Implementation of a planned educational innovation.A Case of Grade III C/B In-service Primary School Teachers’ Learning at a Distance in Tanzania,Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11753 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Implementation | en_US |
| dc.subject | planned educational | en_US |
| dc.subject | innovation. | en_US |
| dc.subject | Grade III C/B | en_US |
| dc.subject | Primary School Teachers | en_US |
| dc.subject | ’ Learning Distance in Tanzania | en_US |
| dc.title | Implementation of a planned educational innovation.A Case of Grade III C/B In-service Primary School Teachers’ Learning at a Distance in Tanzania | en_US |
| dc.type | Thesis | en_US |