Department of Educational Foundations,Management and Lifelong Learning

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Academic Advising and Students’ Academic Achievement in Higher Education: Experiences from Dar es Salaam University College of Education in Tanzania
(Journal of Education, Humanities and Sciences, 2015) Kavenuke, Patrick Severine
Academic advising in higher education is a mounting field of study that requires special attention as it is significant for enrolled university students to persist and retain to the point of graduation. This study aims to explore the contribution of academic advisors in enhancing students’ academic achievement in higher learning institutions. Data were collected from 58 respondents, including 48 students and 10 academic advisors both from the Faculty of Education of the Dar es Salaam University College of Education in Tanzania. The data collection methods were questionnaires, focused group discussions and unstructured interviews. A majority of student respondents (67%) revealed that their academic advisors had not contributed at all to their achievement. In contrast, 33% indicated that academic advisors had made contributions. The findings also indicated that among the challenges that students encountered when seeking for advisory services included the unavailability of academic advisors for advisory services, students’ lack of knowledge on academic advising, ability and readiness of academic advisors to the advisory roles, and psycho-social related issues. Thus, a quality academic advising programme is indispensable to increase students’ academic achievements in higher education. The study recommends a mutual relationship between the advisor and advisee that is based on trust and respect, shared responsibility and shared problem solving.
Are Pre-service Teachers Prepared to Teach? Investigating their Locus of Control, Self-efficacy and Attitude towards the Teaching Profession and Teaching Subjects
(Papers in Education and Development, 2020) Kavenuke, Patrick Severine
The study examined pre-service teachers’ preparedness to teach using a sample of final-year students (n=454) in a Tanzanian teacher education university. The study measured pre-service teachers’ preparedness to teach using four dimensions—internal locus of control, self-efficacy, attitude towards the teaching profession and attitude towards teaching subjects. With exceptions of relatively low teachers’ attitude towards the teaching profession, results indicated that student teachers have higher levels of self-efficacy, positive internal locus of control and positive attitude towards teaching subjects. Also, a significant difference (p ˂ 0.05) was found between teaching subjects on the dimension of locus of control with social science majors having higher locus of control than science and mathematics majors. Future employment intentions had significant impacts (p ˂ 0.05) on student teachers’ attitude towards teaching with those intending to work in non-teaching sector having significantly lower attitude. Regression results indicated that working with students and pre-service teachers’ persistence were strong predictors of overall pre-service teachers’ attitude towards teaching (R² = 0.319). Results further revealed that 40.2 % of pre-service teachers regret that they chose the teaching profession and 56.2% are not intending to work as teachers after graduation.
Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania
(University of Ljubljana, 2021-11) Kavenuke, Patrick Severine; kayombo, Joel Jonathan; Kinyota, Mjege
Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. Te present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors inﬂuencing stress. Overall, the results indicate that teachers’ levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers’ stress. Te study concludes that there is a need for the government, policymakers and school administrators to reduce teachers’ workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships.
The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism
(Thinking Skills and Creativity, 2020-06-16) Kavenuke, Patrick Severine; Kinyota, Mjege; kayombo, Joel Jonathan
Recently, researchers have shown an increased interest in studying about Critical Thinking Skills (CTSs). Indeed, the theme has become one of the most significant current discussions amongst many other international agendas. Given the perceived importance of CTSs in this 21st century, we investigated the CTSs of prospective teachers. The aim was to investigate the extent to which prospective teachers possess CTSs. Moreover, the study examined factors influencing CTSs of prospective teachers. The study sample (n = 965) was comprised of first, second and final-year students from one of the teacher education universities in Tanzania. The CTSs were measured using three dimension—systematicity, self-confidence and scepticism. Overall, the results indicated that prospective teachers had higher mean scores in systematicity and scepticism, but significantly lower mean scores in self-confidence. Also, factors such as parents’ education, parents’ occupation and year of study were significantly related to at least one dimension of CTSs. For instance, father’s education positively and significantly predicted prospective teachers’ scores on scepticism. These results have far-reaching implications for policy and future research.
Does going abroad benefit my country? Views of highly skilled personnel from Sub-Saharan Africa on brain drain-brain circulation
(Mkwawa Journal of Education and Development, 2018) Kavenuke, Patrick Severine; Kinyota, Mjege
The debate on brain drain-brain circulation has been a longlasting phenomenon of interest among educators in the field of education, in particular, international and comparative education. This long-lasting debate triggered us to rethink about the effects which the concept has on the source country as well as the destination country. The study explored the perceptions of Highly Skilled Personnel (HSPs) residing in Sub-Saharan Africa on HSPs mobility. Respondents for this study comprised of 43 Sub-Saharan African scholars. Data were collected into two phases. First, all the 43 respondents actively participated in a four-day Online Focused Group Discussion (OFGD) moderated by the researchers. The second phase involved online interviews with 12 members who also participated in the first phase. Findings indicated that the majority of respondents favoured brain circulation. This implies a significant shift from brain drain to brain circulation. The socio-economic and political contexts of countries where respondents came from influenced their responses. We suggest that in the current globalized world, instead of restricting HSPs mobility, Sub-Saharan African countries need to create attractive working environment as a means to retain the best talents and motivate those who left to come back. Furthermore, Sub-Saharan African countries must work with diaspora to improve knowledge and business networks that will enable these countries to improve their economies thereby compensating the cost incurred in educating mobile talents. Finally, brain drain-brain circulation agenda should not be viewed in isolation rather as multidimensional in nature due to its overarching countless influencing factors.
Establishing comparative education society in Tanzania: Opportunities and prospects
(World Voices Nexus: The WCCES Chronicle, 2018-02) Kayombo, Joel Jonathan; Kavenuke, Patrick Severine
Comparative education as field of study has long history in many universities in the North. For the universities in the South it dates back to the 1960s. In view of the globalization of education and the call for local actors to respond to the forces of globalization, we have analyzed the context of comparative education in Tanzania and the potential of establishing comparative education society as a response to the globalization of education.Given the wide spread of the comparative education courses in Tanzanian universities, there are potentials for establishing a strong comparative education society that can act as an intellectual home for many scholars in country.
Examining Teacher Trainees’ Attitude towards Teaching Profession and Teaching Subjects in Tanzania
(Huria Journal, 2019-09-01) Kinyota, Mjege; Kavenuke, Patrick Severine
Teacher trainees’ positive attitude on teaching is fast becoming a key instrument in teacher trainees’ motivation to teaching. Thus, it is regarded as a central policy agenda that has recently captured the minds of academics and researchers. Based on those facts, we examined the extent to which teacher trainees hold positive attitude on two dimensions—attitude towards teaching profession and teaching subjects. Additionally, we investigated whether these dimensions of attitudes are significantly related to demographic variables such as gender, GPA, whether or not they had worked before joining teacher education university programme, years of work, future work preferences and subjects of specialization. Participants for this study constituted a sample of 901 final-year teacher trainees from one of the teacher education university college in Tanzania. Findings indicated that teacher trainees’ attitude and GPA were not significantly related. Instead, a significant correlation was observed between the two dimensions of attitudes. Shockingly, findings indicated that more than 50% of teacher trainees had no preferences of working as teachers. Worse enough, the figures were similar even among science and mathematics majors who are highly demanded in the teaching career. Finally, the implications for policy and future research are put forth
Foreign Languages as Languages of Instruction, Liberating or Silencing: A Critical Analysis of Tanzania and Rwanda
(International Journal of Education and Research, 2017-12) Kavenuke, Patrick Severine
The debate of language of instruction particularly in Tanzania and Rwanda has drawn attention to policy makers, researchers and the entire public. The study examined the factors to be considered in introducing a foreign language as a language of instruction (LOI). It also analyzed how the selection of a given foreign language to be a LOI liberates or silences learners in the learning process. It adopted document analysis where documents such as language policy, education policy, curriculum development, language studies and previous studies related to the topic under scrutiny were reviewed. It concludes that the aim is neither to ban the use of foreign languages as languages of instruction nor to ban the use of local languages or lingua franca, given the advantages attached to each medium. Rather, it intended to critically analyze how liberating and silencing is the language adopted to become a LOI in the entire learning process. The study recommends teachers and students to be allowed to code switch and translate in their language, when need arises. Being too rigid to policy statements on the LOI, only propagate teaching but not learning.
Promoting Teacher Professional Learning in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities
(Journal of Education, Humanities and Sciences, 2019) Kinyota, Mjege; Kavenuke, Patrick Severine; Mwakabenga, Rehema Japhet
This paper reports on the history, features, and challenges of School-Based Professional Learning Communities (SBPLCs) in China to elicit lessons for Tanzania towards improving in-service teacher professional development. Based on the Chinese SBPLCs, this review aims to provide some insights to educational planners and teachers in Tanzania on how to establish and maintain effective school-based professional learning. This analysis used 30 journal articles published over the past twelve years (2006-2017) to provide research-based evidence. The findings indicate that Chinese schools have registered significant achievements in SBPLCs by supporting teacher collaborative learning and research in both rural and urban areas. As Tanzania strives to promote school-based teacher professional development, several lessons are worth learning. Thus, the study recommends that the country endorse professional learning at the school level by developing explicit in-school policies, allocating time for teacherlearning, offering financial and material support to teachers, and encouraging teachers to take charge of their professional learning.
Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania
(Journal of University Teaching and Learning Practice, 2021) Kavenuke, Patrick Severine; Muthanna, Abdulghani
This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reﬂection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reﬂection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.
Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania
(Journal of University Teaching and Learning Practice, 2021-07-13) Kavenuke, Patrick Severine; Muthanna, Abdulghani
This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reﬂection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reﬂection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.
Teaching for Critical Thinking: Perceptions and Practices of Chinese Elementary School Teachers
(Dar es Salaam University College of Education, 2020-06-30) Kavenuke, Patrick Severine
In recent years, researchers have shown an increased interest in studying about critical thinking. Individuals with critical thinking are self-confident, and can listen and learn from others. This study examined the perceptions of Chinese elementary school teachers on critical thinking. It also examined how they teach to develop critical thinking among pupils. The study employed a qualitative approach. In particular, a case study design was used to examine the research questions. The study was conducted at Dong Bei Wang Zhong Xin Xiao Xue (东北旺中心小学), an elementary school in Beijing, China, located in HaiDian district, using a sample of 6 English language teachers. It employed focused group discussions and direct observations as methods of data collection. The results indicate that the teachers understand what entails critical thinking; and they are aware that critical thinking can be developed in actual classroom practices. Nevertheless, the results revealed that the teachers minimally practised what they understood about critical thinking in actual classroom practices. Since the results indicated that the teachers understand what entails critical thinking and are aware that critical thinking can be developed in actual classroom practices, the study recommends that teachers’ classroom practices should reflect their perceptions of what constitutes critical thinking.
Thinking Critically about Lecturers’ Perceptions and Development of Critical Thinking Skills in Teacher Education Students
(Papers in Education and Development, 2020) Kavenuke, Patrick Severine
The study was envisaged to examine how lecturers perceive critical thinking skills (CTSs) as well as how they teach to develop such skills in students. The study employed a sample of 42 participants using four data collection methods namely semi-structured interview, focus group discussion, participant observation and artefacts method of data collection. Despite the extant misperceptions of what constitute CTSs among lecturers, findings indicated that lecturers perceive CTSs as skills and abilities, dispositions and skills that enable a person to perform some functions. The study concludes that developing CTSs require changes in the minds of lecturers and students. The study argues that there is no way CTSs could be developed while students are less motivated and unwilling to learn.
What is it that keeps good teachers in the teaching profession: A reflection on teacher retention
(SAVAP International, 2013-01) Kavenuke, Patrick Severine
The role of quality, qualified and effective teachers is invaluable that one may fail to come up with proper expression to express the magnitude of their significance in its exactness. Through classroom interaction with students, teachers work as transmitters of knowledge, values and skills which work as tools for rural and urban transformation. Teachers provide education which works as a solution to poverty alleviation, empowerment, sustainable development and environmental challenges. Oziambo (2010) asserts that teachers are responsible for high standards in education, transmission of values and norms to students by teaching them or being models. They are at the front line of developing students’ understanding, learning and core values. Despite such teachers’ significance, teachers do not stay in the teaching cadre. Teacher retention is currently akin to a puzzle especially when Smith and Ingersoll (2004) view the decision to enter teaching by now as being related to ‘a sink or swim’ experience. Teacher retention challenges that have been engendering teacher attrition indisputably called for this study. This paper therefore, firstly attempts to explore the nature and characteristics of teachers who leave teaching. Secondly, it seeks to craft strategies that help to obliterate unnecessary teacher attrition so as to retain good teachers in the teaching cadre. This study deployed the documentary search to explore the topic under scrutiny. It concludes that teaching may become ‘a profession at risk’ if no quick measures are taken to redress the situation. This is due to the fact that Sinyolo (2007) postulates that teachers no longer like teaching, they have lost the morale to teach and some discourage their own children to become teachers. Thus, investing in human resource is indubitable so that working environment for teachers becomes favourable; teacher salaries turn out to be in proportional to teachers’ qualifications and salaries of other fields.
Whose names are in science textbooks? Justifying the need for critical eedagogy in Tanzania Science Classrooms
(Journal of Education, Humanities and Sciences, 2018) Kinyota, Mjege; Kavenuke, Patrick Severine
Textbooks are the most important teaching and learning resources in education in most developing countries, including Tanzania. However, researchers in education have tended to ignore critical issues related to textbooks. For example, while Africa, as a continent, has contributed a lot to the development of science and technology, it is unfortunate that African scientists and their achievements do not feature in science textbooks used in African schools. This paper seeks to explore critical aspects in science textbooks that are often taken for granted, such as names of scientists cited in those textbooks. Additionally, the question of what are the stereotypes and the hidden messages that students in developing countries learn when science textbooks are full of white male Western scientists’ names was considered pertinent for this study. We argue that such biased naming in science textbooks sends negative messages and stereotypes to students on what counts as legitimate science knowledge. We also argue that the messages, in turn, limit students’ creativity and affect their identities as science knowledge producers and owners. The situation may be worse for non-white female students from developing countries. We recommend that teachers should use critical pedagogy in science classrooms so that issues related to the nature of science and the historical development of scientific knowledge are critically questioned, analysed and discussed. Given the limited time due to the pressure of national examinations, we also recommend teachers to use information and communication technologies (ICT) to facilitate critical pedagogy. Lastly, we call for the integration of indigenous scientific knowledge in science curriculum in Tanzania.

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