“Big Results Now” in Tanzanian Education:

Swai, Calvin Zakaria

doi:10.2307/j.ctvh8r02h.14

Cited by 1 publication

(3 citation statements)

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“…However, the government is mindful that teachers go through TPL programs (Mjege et al, 2019), to enhance the provision of quality education which is the fourth goal among the seventeen stipulated Sustainable Development Goals (SDGs). According to (Swai, 2019), the government's commitment to providing teachers with chances to participate in professional learning is a way of improving teachers' professional practice. This is also stipulated in the current education policy of 2014 that the government affirms categorically that TPL is a priority of the Ministry of Education, Science and Technology (MoEST).…”

Section: New Professional Knowledge Integrationsmentioning

confidence: 99%

“…The findings have shown that TPL is mostly done in form of workshops and seminars which few teachers from various educational institutions are allowed to attend (Popp & Goldman, 2016). Mostly University lecturers, officials from institutions like the TIE, and ADEM, and teacher educators from various colleges, facilitated these workshops and seminars in respective zones and regions, with specified content (Swai, 2019). It is also highlighted that the organizer of the training or workshop decides on the content to be learned during the professional learning program the teachers who are the end users.…”

Section: New Professional Knowledge Integrationsmentioning

confidence: 99%

“…Not only the content but also the mode of delivery of these seminars and workshops (Mjege et al, 2019) is being decided by the delivering institutions. Besides, literature has revealed that there is still discussion on their efficacy, quality and potential to impact teacher change (Mgaiwa, 2018;Mizova et al, 2021;Swai, 2019). Teacher professional learning programs are also noted to be implemented in remote areas (Kitta & Fussy, 2013).…”

Section: New Professional Knowledge Integrationsmentioning

confidence: 99%

See 2 more Smart Citations

Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning

Mrutu,

Kibga,

Hoka

et al. 2023

JEP

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Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another. Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices. Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning. Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.

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Section: New Professional Knowledge Integrationsmentioning

confidence: 99%

Section: New Professional Knowledge Integrationsmentioning

confidence: 99%