Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

Kafyulilo, Ayoub

doi:10.1080/18146627.2013.853560

Cited by 17 publications

(16 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gaynor (1998), gives a warning that teachers' punishment should be done within a legal framework to protect the teachers' rights and to retain them within the teaching profession. The results also confirm to what Namamba and Rao (2017), Kafyulilo (2014) and Mgaiwa (2018) found in Tanzania that teaching profession did not receive its due respect as it has been the case to other professions. A phenomenological study by Chavez's (2013) in Texas in the USA on teacher accountability and cultural competence also found that teacher accountability for pupils' achievement resulted into great stress and anxiety among public school teachers.…”

Section: Discussion Of the Resultssupporting

confidence: 87%

“…While a teacher is accorded this respect of being potential person to groom the new generation, however, it has been very unfortunate that teaching profession has been receiving low status and placed at lower ranks of the employment cadres in at least all countries of the world. Teaching profession has not been taken seriously, everyone can just pretend to be a teacher and sometimes take actions against teachers that de-professionalize and degrade the teaching field and some teachers have had even thought that their profession has not received due respect as it deserves (Namamba and Rao, 2017;Kafyulilo, 2014;Mgaiwa, 2018). Teaching profession also has received a low status and a last resort after an individual has missed other professions would mostly tend to opt for teaching (Namamba and Rao, 2017).…”

Section: Teachers' Professionalismmentioning

confidence: 99%

“…Again, candidates with poor quality and those who have received low scores in their Form Four or Six in the National Examinations in Tanzania have been the ones who have been selected to join teacher education and become teachers (Namamba and Rao, 2017;Mgaiwa, 2018). Some findings from Tanzania have further reported on teachers' attrition and turnover due to poor working conditions and lack of professional growth among teachers (Namamba and Rao, 2017;Kafyulilo, 2014). Some people have even argued that if teaching profession is to receive its status, then it requires arrangements that will raise its status and standing (Hargreaves, 2006;Maphosa et al, 1 The World Bank's SABER team and the authors of What Matters Most for School Autonomy and Accountability: A Framework Paper.…”

Section: Teachers' Professionalismmentioning

confidence: 99%

See 2 more Smart Citations

Teaching profession and educational accountability in Tanzania

Matete

2021

Heliyon

View full text Add to dashboard Cite

Teaching profession has recently been scrutinised by different groups of people and sometimes, head teachers have been demoted because of poor academic performance of pupils in the National Examinations. In a decentralised framework through the Primary School Development Programme (PEDP), the school committees have to oversee the functions of the schools to ensure that teachers are accountable for the pupils' learning. This study investigated how teachers as professionals are accountable for pupils' learning and achievement in the National Examinations in Tanzania. This was a qualitative study that was conducted in Dar es Salaam and Mbeya Regions. The study involved 90 classroom teachers, 10 head teachers, 6 school committee members and 2 district educational officers, making a total of 108 participants. Data was collected through open-ended questionnaires, interviews, focus group discussion and documentary analysis. Results from both Dar es Salaam and Mbeya indicated that demoting teachers because of poor performance in the National Examinations is unfair and it undermines the teachers' professional credibility and status although demotion can be warranted to irresponsible and those who do not adhere to the professional standards. Teachers also opposed to be supervised by the school committee as its members do not belong to the teaching profession. Teachers thought school committee members need to deal with all activities that facilitate teaching and learning environment outside the classroom. Some teachers, however, thought that involving the school committee is important because it consists of people who represent the parents who need to know the value for money invested in the education of their children. The argument in this paper is that while teachers' accountability for pupils' learning is important, however, teachers' evaluation of their work performance needs to base on their fulfilment of the ascribed professional code of conduct. Pupils' academic performance is a combination of many factors and it cannot be determined by teaching alone.

show abstract

Section: Discussion Of the Resultssupporting

confidence: 87%

Section: Teachers' Professionalismmentioning

confidence: 99%

Section: Teachers' Professionalismmentioning

confidence: 99%

See 1 more Smart Citation

Teaching profession and educational accountability in Tanzania

Matete

2021

Heliyon

View full text Add to dashboard Cite

show abstract

“…Tindakan tersebut bisa berupa berbagi nilai melalui pembelajaran guru sehingga mampu mempengaruhi praktik mengajar dan prestasi siswa (Shakenova, 2017). Kolaborasi merupakan sarana bagi guru untuk saling mengingatkan tentang peran mereka, meningkatkan bahan ajar, praktik mengajar dan interaksi dengan siswa (Kafyulilo, 2013). Kegiatan kolaborasi dilakukan dengan melibatkan orang lain dalam menentukan tujuan bersama, berbagi tanggung jawab dan bekerja sama untuk mencapai lebih dari yang bisa dicapai secara mandiri (Barfield, 2016).…”

Section: Tinjauan Pustakaunclassified

Peningkatan Kompetensi Melalui Kolaborasi : Suatu Tinjauan Teoritis Terhadap Guru

Kasmawati

2020

j.equilibrium

View full text Add to dashboard Cite

Abstract. Yuni Kasmawati, 2020. Teacher collaboration is a means for teachers to improve their competence in the form of knowledge, skills and experience. Competence is needed by teachers to support their performance. This study aims to examine the improvement of teacher competency through the teacher collaboration approach. The study was conducted using the literature review method by utilizing the publication of previous research results. The results of the study concluded that teacher collaboration has a positive impact not only on teachers, but also on students and schools. From the teacher's side, collaboration plays a role in increasing competencies in the form of teacher's knowledge, skills and experience. Furthermore, teacher competence will play a role in supporting teacher performance which will ultimately improve student achievement.Keywords:Abstrak. Yuni Kasmawati, 2020. Kolaborasi guru merupakan sarana bagi guru untuk meningkatkan kompetensinya baik berupa pengetahuan, ketrampilan maupun pengalaman. Kompetensi dibutuhkan guru untuk menunjang kinerjanya. Penelitian ini bertujuan untuk menelaah peningkatan kompetensi guru melalui pendekatan kolaborasi guru. Penelitian dilakukan dengan metode tinjauan literatur dengan memanfaatakan publikasi hasil penelitian sebelumnya. Hasil penelitian menyimpulkan bahwa kolaborasi guru mempunyai dampak positif tidak hanya bagi guru, tetapi juga bagi siswa dan sekolah. Dari sisi guru, kolaborasi berperan dalam meningkatkan kompetensi berupa pengetahuan, ketrampilan dan pengalaman guru. Selanjutnya kompetensi guru akan berperan dalam menunjang kinerja guru yang pada akhirnya akan meningkatkan prestasi siswa.Kata kunci : kompetensi, kolaborasi, tinjauan teoritisAbstrak. Yuni Kasmawati, 2020. Kolaborasi guru merupakan sarana bagi guru untuk meningkatkan kompetensinya baik berupa pengetahuan, ketrampilan maupun pengalaman. Kompetensi dibutuhkan guru untuk menunjang kinerjanya. Penelitian ini bertujuan untuk menelaah peningkatan kompetensi guru melalui pendekatan kolaborasi guru. Penelitian dilakukan dengan metode tinjauan literatur dengan memanfaatakan publikasi hasil penelitian sebelumnya. Hasil penelitian menyimpulkan bahwa kolaborasi guru mempunyai dampak positif tidak hanya bagi guru, tetapi juga bagi siswa dan sekolah. Dari sisi guru, kolaborasi berperan dalam meningkatkan kompetensi berupa pengetahuan, ketrampilan dan pengalaman guru. Selanjutnya kompetensi guru akan berperan dalam menunjang kinerja guru yang pada akhirnya akan meningkatkan prestasi siswa.Kata kunci : kompetensi, kolaborasi, tinjauan teoritis

show abstract

“…We can deduce that professional development has the potential to play a fundamental role in increasing teacher agency. Research (Kafyulilo, 2013) suggests this is due in part to the collaborative nature of some professional development models.…”

Section: Agency In the Context Of Collaborationmentioning

confidence: 99%

Factors in Public School Settings that Result in Teacher Agency

Hadid¹

View full text Add to dashboard Cite

Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

Cited by 17 publications

References 23 publications

Teaching profession and educational accountability in Tanzania

Teaching profession and educational accountability in Tanzania

Peningkatan Kompetensi Melalui Kolaborasi : Suatu Tinjauan Teoritis Terhadap Guru

Factors in Public School Settings that Result in Teacher Agency

Contact Info

Product

Resources

About