Mgeni, Pius Peter2021-04-302021-04-302006Mgeni, P. P (2006) Diploma teacher education in Tanzania: stakeholders’ views on the shift from academic subject content to pedagogy, Masters dissertation, University of Dar es Salaam, Dar es Salaam.http://41.86.178.5:8080/xmlui/handle/123456789/15193Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB 1727 .T34 M45)This study investigated the views of education stakeholders on the shift from academic subject content to pedagogy in diploma teacher education in Tanzania. A sample of 125 respondents including: diploma college tutors, trainee teachers, university scholars at the faculty of education in the university of Dar es salaam, secondary school teachers and officials at the Ministry of Education and Vocational Training provided the requisite data. Data were obtained through questionnaires that used closed and open-ended questions, semi-structured interviews and documentary review. Qualitative data gathered through interviews, documentary review and open-ended questions in questionnaires were subjected to content analysis in which common themes and patterns were identified. Individual comments were also included as a way of illustrating the variety of stakeholders’ views on the issue. Quantitative data from closed ended questions in questionnaires were categorized and tabulated in terms of. The findings indicated that with an exception of the officials at the Ministry of Education and Vocational Training, the majority of respondents were explicit in expressing doubts on the new teacher education curriculum which deprive trainee teachers from academic subject matter content stressing that knowing precedes doing. Based on the findings of this study, the researcher recommends for the balanced provision of both academic subject matter content and pedagogy for building a balanced teacher education programme. Suggestions for further studies were also offered.enTeachersEducationAcademic achievementsTanzaniaThesis