Department of Education Psychology and Curriculum Studies

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Collegiality in Teacher Design Teams: Experience from the Netherlands and Tanzania
(2012) Kafyulilo, Ayoub C.
Teachers’ collegiality is becoming an increasingly important component of teachers’ professional development programmes that are geared at improving students’ learning. Studies have shown that, through collaboration, teachers can learn from one another and develop professionally. This study investigates the extent to which true collegiality exists in teacher design teams in the Netherlands and in Tanzania. It specifically investigates the ways in which teachers establish collegiality in schools and the influence of education authorities (inspectorates, school management and policy makers) in teachers’ decision making in the design teams. It also investigates how varying interests, values and attitudes of teachers are accommodated in the design teams. A convenience sampling approach was used to recruit eight participants: four from the Netherlands and the other four from Tanzania. Through interviews with the participants it was revealed that almost all design teams were formed through external influences, such as research teams and school management. In both cases (the Netherlands and Tanzania) educational authorities such as the government, school inspectorate systems and the school management had a direct influence on the teachers’ participation and decision making in design teams. Almost all teachers’ collaboration groups had some elements of contrived collegiality, although the magnitude differed from one collaborative team to another, as well as from one country to another
Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda
(2012) Kisalama, Robert; Kafyulilo, Ayoub C.
This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and External Studies) in Uganda and Dar es salaam University College of Education (DUCE), a constituent college of the University of Dar es salaam in Tanzania. Specifically, the study aimed at establishing ways in which ICTs were being deployed in pre-service teacher training in the two colleges. It also investigated the factors constraining integration of ICTs in pre-service teacher education as perceived by the pre-service teachers and lecturers at the colleges. Using questionnaires and interview, data were collected from both the lecturers and final year pre-service teachers during the academic year (2009/2010). The findings revealed that, limited access to ICTs, limited lecturers’ knowledge of ICTs and limited use of the available ICTs affected usage of the technologies. Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like Technological Pedagogical Content Knowledge (TPACK) so as to realise sustainable pedagogical practices in classrooms proliferated with technology.
Developing Teachers’ Competencies on ICT Use in Science and Mathematics Teaching: An Analysis of ICT Integration in Education
(2011) Kafyulilo, Ayoub C.
ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge
(2015) Kafyulilo, Ayoub C.; Fisser, Petra; Pieters, Jules; Voogt, Joke
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.
The implementation of competency based teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college
(2012-12) Kafyulilo, Ayoub C.; Rugambuka, Innocent B; Moses, Ikupa
The purpose of this study was to investigate the implementation of competency based teaching approaches in education in Tanzania. A total of 78 pre-service teachers from Morogoro teachers’ training college participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them participated also in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement competency based teaching approaches were high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency based teaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches.
Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge
(2010-08) Kafyulilo, Ayoub C.
This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be effective in enhancing pre-service science and mathematics teachers' competency in integrating technology, pedagogy and content; as well as the impact of those practices in the development of preservice teachers' technological pedagogical content knowledge. An action research approach was employed in the study, employing the pre and post-intervention assessment of preservice teachers' knowledge on technology, pedagogy and content. Planned interventions were carried out during the study, to enable preservice teachers to identify areas of weaknesses in their technology integration competencies, and propose alternative approaches for addressing the identified weaknesses. Student questionnaire, instructor interview and observation checklist were used to collect date before, during and after intervention. Researcher's log book, digital camera and audio recorder were used in recording events and activities taking place during the study. Findings revealed that when preservice teachers engage in hands on activities such as microteaching, lesson design and the opportunity to share their ideas with peers, they easily developed their technological pedagogical content knowledge. An analysis of knowledge change after the intervention, showed a significant difference between pre-intervention and post intervention preservice teachers' knowledge of TPACK [technological pedagogical content knowledge]. It is therefore concluded that, the adoption of hands on activities that uses technology and involve teachers in planning of what to teach, how to teach and with what technology to teach, and provision of an opportunity to share this plan with colleagues, can make a significant change in the development of TPACK among preservice teachers. Appended are: (1) Students' questionnaire; (2) Interview Questions for DUCE Instructors; (3) TPACK observation checklist (microteaching and classroom activities); and (4) Worksheet for Simple Pendulum. (Contains 26 tables.)
Prevalence and Implications of Overweight and Obesity in Children's Health and Learning Behavior: The Case of Kinondoni and Njombe Districts in Tanzania
(2008-09) Kafyulilo, Ayoub C.
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semi-structured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people's awareness on implications of obesity in children's health, social, and learning behaviours and outcomes. Seven appendixes are included: (1) Pupils' Questionnaires; (2) Pupils' Focus Group Discussion Guide; (3) Teachers' Interviews; (4) Number of Children and their Weight Status in both Rural and Urban Settings (BMI Results); (5) Percentage of Children According to their Weight Status and Performance Grades in the Classroom; (6) Factors Causing Overweight and Obesity among School Children and their Level of Significance; and (7) A Map of Kinondoni and Njombe Showing the Surveyed Schools.
Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania
(2014-01) Kafyulilo, Ayoub C.
This study introduces ‘teachers’ collaboration’ as an approach to teachers’ professional development geared at enhancing science and mathematics teaching in Tanzania secondary schools. Teachers’ professional development through teachers’ collaboration has been reported to be effective for the improvement of schools’ performance and students’ learning outcomes in all curriculum subjects. In this study, various researches and theoretical papers about teachers’ collaboration were gathered and sorted out according to the type of collaboration adopted in each. From these studies, four main forms of teachers’ collaboration for professional development were identified. These forms of collaboration include; community of practice, lesson study group, professional learning communities and teacher design teams. Reviewed literatures have shown that the four collaboration approaches are effective for teachers’ improvement of their teaching practices which in turn had impact on students’ learning outcomes. Studies from around the world have shown that, teachers’ collaboration has impact on teachers’ competencies, confidence and attitude towards science and mathematics teaching.
The Relevance Of Authentic Learning Activities In Developing Competency And Confidence Of Integrating Technology In Teaching Among Pre-Service Teachers In Tanzania
(2012-06) Kafyulilo, Ayoub C.
This study explored the ways pre-service teachers from Dar es salaam University College of Education (DUCE) in Tanzania, can develop Technological Pedagogical Content Knowledge (TPACK). 42 pre-service science and mathematics teachers and 4 instructors participated in the study. Findings revealed a limited TPACK among pre-service teachers at DUCE. Participation in authentic learning activities such as training, microteaching, collaborative lesson design and peer reflections, were found to be effective in developing TPACK. Results showed that these activities were relevant to the learning needs of the pre-service teachers and effective in developing knowledge, skills, competencies and confidence of integrating technology in teaching.
Revalence of Overweight and Obesity Among Primary School Children in Tanzania: Experiences from Kinondoni and Njombe Districts
(2010-06) Kafyulilo, Ayoub C.; Mafumiko, Fidelis M.S.
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semi-structured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people’s awareness on implications of obesity in children’s health, social, and learning behaviours and outcomes.
Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania
(2013) Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke
This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee secondary schools. From each school 10 teachers participated in the professional development program intended to develop TPACK. Four supports were provided during the professional development program: collaboration guidelines, online learning materials, exemplary lessons and human support (an expert). The pre and post intervention assessment of teachers’ perceived and observed knowledge and skills of integrating technology in teaching was done through questionnaire and interview. Other data collection instruments were observation checklist and focus group discussion. Findings revealed a significant different between the pre and post intervention teachers’ TPACK. Through support, teachers’ discussions in the design teams were precise, focused to the goals of the meeting and time efficient.
TPACK for Pre-Service Science and Mathematics Teachers
(2010) Kafyulilo, Ayoub C.
This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in preservice science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it’s important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for preservice teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers’ competencies of integrating technology pedagogy and content. To enhance pre-service teachers’ competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers’ competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities.
Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania
(2012) Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke
This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches.

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