Department of Education Psychology and Curriculum Studies

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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 No.38 (2), 2020, 2020-09-30) Kinyota, Mjege
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
(Center for Educational Policy Journal, 2021-11-30) Kinyota, Mjege
eachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The 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. The 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
(Elsevier, 2020-05-03) Kavenuke, Patrick; Kinyota, Mjege; Kayombo, Joel
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 dimensions—systematicity, self-confidence and scepticism. Overall, the results in dicated 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.
Developing student-teachers’ conceptions of the Nature of Science: An assessment of a pre-service science teacher education program in Tanzania
(Taylor and Francis, 2020-03-09) Kinyota, Mjege
The importance of enabling student-teachers to acquire informed conceptions of the Nature of Science (NOS) is widely emphasised. Hence, this study investigated the effectiveness of a science pre-service teacher education programme of one university in Tanzania in enabling student-teachers to acquire informed conceptions of NOS as stages in a Learning Progressions model. We employed a comparative impact study design where NOS conceptions were compared resulting from two interventions—science student-teachers trained in inquiry-based learning (IBL) (N=154) and those trained in IBL plus a NOS course (N=86). The first teacher education programme emphasises learning through IBL, thus assuming that students will automatically acquire NOS conceptions through experiencing IBL. The additional NOS course targets explicit instruction of three NOS aspects, i.e. the tentative nature of scientific investigations, the scientific method and scientific theories and laws. Moreover, non-science student-teachers were used as a baseline control group (N=106). Findings indicated that generally student-teachers had limited conceptions of NOS, implying serious gaps in NOS learning progression. Neither experiencing IBL nor being trained in an additional NOS course had significant impact on student-teachers’ understanding of NOS. Largely, our findings imply that the preservice science teacher programmes are not sufficiently enabling student-teachers to acquire informed conceptions of NOS, a condition that calls for immediate intervention. We recommend a comprehensive review of the NOS progression. In the meantime, for the pre-service education programme we recommend a stand-alone and compulsory NOS course that explicitly addresses all of the aspects of NOS.
Examining Teacher Trainees’ Attitude towards Teaching Profession and Teaching Subjects in Tanzania
(Huria Journal, 2019-09-30) Kinyota, Mjege; Kavenuke, Patrick
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.
Implementing ecopedagogy in highly centralised curricula contexts: a critical analysis of an environmental education course taught at one Tanzanian university
(Taylor & Francis, 2020-11-15) Kinyota, Mjege
Ecopedagogy has become central in transforming environ mental pedagogies. Nevertheless, its full potential has not been realised especially in developing countries. This study investigated the extent to which a course taught in one university in Tanzania reflects the tenets of ecopedagogy. Based on seven-years experience in teaching the course, analysis of the course curriculum and on lessons from recent efforts to teach the course using ecopedagogy, I find the course more consistent with ecopedagogy in the aspects focusing on indigenous knowledge, learning from different perspectives and democratisation of learning. However, the course is less consistent with ecopedagogy in the aspects of critical analysis of environmental discourses and globalisa tion. Moreover, I report on the contradictions arising from teaching using a highly centralised curriculum, on one hand, and using approaches that emphasise on critical co construction of knowledge on the other hand. Finally, the implications for theory and practice are discussed.
Influence of Femininity and Masculinity Traits on Participation and Performance in Science, Technology, Engineering and Mathematics of Undergraduate Students in Tanzania
(UDSM, 2021-12-30) Kinyota, Mjege
This study investigated whether women and men differed in terms of their femininity, masculinity, gender negatives stereotypes, persistence, self-efficacy and performance in Science, Technology, Engineering and Mathematics (STEM), and established the relationship among these variables. A sample of 721 undergraduate students majoring in STEM in a teacher education program was used. The study was conducted in one public university in Tanzania. The study reveals that there is a significant difference in two aspects only. Specifically, male students held gender negative stereotypes regarding females’ abilities in STEM. They were also significantly self-officious as compared to female students. Surprisingly, it was revealed that females outperformed males in several masculinity traits. In addition, there was a significant correlation among variables, with notable differences across gender.
THE (NATIONAL) DOCTORAL DISSERTATIONS ASSESSMENT IN CHINA: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS
(International Journal of Doctoral Education, 2022-03-24) Kinyota, Mjege
Aim/Purpose Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below standard accepted.” Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China Methodology Contribution Findings Recommendations for Practitioners Recommendations for Researchers Impact on Society Future Research Keywords An interpretive phenomenological analysis (IPA) method entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. In the present study, we address ed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Among the major findings of this study are : (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor’s exclusion from this process. Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country’s laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Future research should consider involving an increased number of parties in conflict between doctoral students, supervisors, and external reviewers. The Chinese government allocates the substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by an external reviewer, is uneconomical on the level of financial capital and human capital. Doctoral students are also human beings, and it does not seem logical that one should judge the quality of their efforts over the course of three or more years by reading the doctoral dissertation once. While they were pursuing their doctoral degrees, they kept their families apart, they lived alone, struggled to make it through hardships, and were easily destroyed. In the future, more interviews may be conducted with respondents belonging to a variety of universities in China, including Chinese students. Additionally, supervisors and external reviewers (if available) should be included. Last but not least, including decision-makers in Chinese higher education can give future research more credibility. China, doctoral dissertation, doctoral graduates, experiences, external review, national assessment
A Portrait of the Gender Gap in STEM: A Focus on Identity Formation Among Final-year Undergraduate Students in Tanzania
(Journal of Education, Humanities and Sciences, Volume 10 No. 3, 2021: 1–18, 2021-11-03) Kinyota, Mjege; Kinyota, Mjege
This study investigates whether male and female students differ with respect to their STEM identity, and how female students negotiate between being female and being students pursuing careers that are perceived as masculine. The study uses a sequential explanatory mixed method design. A total of 749 final year STEM students from three Tanzanian universities participated in a survey that investigated STEM identity using six sub-scales: identity prominence, gender identity, stereotype endorsement, self-efficacy, persistence intentions, and positive feedback. Also, 19 females were interviewed as a follow-up exploration. Findings indicated a significant difference on stereotype endorsement only, where males significantly held negative stereotypes about females’ abilities to succeed in STEM. However, there were a few variations across universities and specific STEM programmes. Qualitatively, the findings indicated that as a result of social and cultural constructions, meanings associated with some STEM careers such as engineering were in conflict with meanings associated with being a woman. Consequently, females in STEM must find a negotiating space by balancing the two conflicting identities. Interestingly, females used different strategies such as deliberate efforts to outperform males in examinations as a means to resist male domination in STEM. Finally, the implications for policy and future research are discussed.
A Portrait of the Gender Gap in STEM: A Focus on Identity Formation Among Final-year Undergraduate Students in Tanzania
(Journal of Education, Humanities and Sciences, 2021-12-01) Kinyota, Mjege
This study investigates whether male and female students differ with respect to their STEM identity, and how female students negotiate between being female and being students pursuing careers that are perceived as masculine. The study uses a sequential explanatory mixed method design. A total of 749 final year STEM students from three Tanzanian universities participated in a survey that investigated STEM identity using six sub-scales: identity prominence, gender identity, stereotype endorsement, self-efficacy, persistence intentions, and positive feedback. Also, 19 females were interviewed as a follow-up exploration. Findings indicated a significant difference on stereotype endorsement only, where males significantly held negative stereotypes about females’ abilities to succeed in STEM. However, there were a few variations across universities and specific STEM programmes. Qualitatively, the findings indicated that as a result of social and cultural constructions, meanings associated with some STEM careers such as engineering were in conflict with meanings associated with being a woman. Consequently, females in STEM must find a negotiating space by balancing the two conflicting identities. Interestingly, females used different strategies such as deliberate efforts to outperform males in examinations as a means to resist male domination in STEM. Finally, the implications for policy and future research are discussed.
Promoting Teacher Professional Learning in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities
(Journal of Education, Humanities and Sciences,, 2019-06-30) Kinyota, Mjege; Kavenuke, Patrick; Mwakabenga, Rehema
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 teacher learning, offering financial and material support to teachers, and encouraging teachers to take charge of their professional learning
Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States
(Journal of Education, Humanities and Sciences,, 2020-06-30) Kinyota, Mjege
Inquiry-based instruction (IBI) is widely renowned as one of the best approaches to teaching school science. Nonetheless, while science teachers in Tanzania might involve in teaching activities consistent with inquiry, IBI is not yet recognised as a formal approach to teaching science. Hence, this study investigated the extent to which IBI is promoted in Tanzanian secondary science curriculum documents. Additionally, it proposed suggestions on how to adopt IBI in the context of Tanzania. Using document analysis as a method of inquiry, six syllabi for secondary school science subjects in Tanzania were analysed to assess the extent to which they support IBI practice. Further, curriculum documents for secondary school science from South Africa and the United States were also analysed. This was done so as to compare between education systems that have recognised IBI as a formal approach to teaching science with that of Tanzania. Results indicated that while teaching methods, goals and objectives of education support the practice of IBI, a few aspects such as the time allocated and resources suggested for accomplishing investigative learning activities are the barriers to practising IBI. By reflecting on these results and lessons learned from the US and South Africa, the study provides recommendations such as allocating enough time for carrying out scientific investigations, changing teachers’ beliefs, revision of some learning objectives, and promoting teacher professional development in case Tanzania wishes to adopt IBI.
The Role of Teachers’ Instructional Moves on Students’ Problem-Solving Skills: A Discourse Analysis of Mathematics Lessons in the USA and Tanzania
(Papers in Education, 2019-09-30) Kinyota, Mjege
The role of instructional moves in fostering students’ problem-solving skills is well documented. Hence, this study analysed a videotaped interaction of four high school students from one school in the USA solving an ill-structured mathematical problem under teachers’ guidance. Furthermore, five students from one school in Tanzania solved the same problem while their teachers were allowed to observe, after which they were interviewed. Findings indicated that non-judgmental teachers’ instructional moves that requested for students’ explanation, clarification and justification were key to providing scaffolds that helped students during problem solving. Additionally, although Tanzanian teachers perceived several challenges, they had positive opinions regarding ill-structured problems, collaborative problem solving and use of video for reflective practices. Finally, policy and practical implications for mathematics education in Tanzania are discussed.
The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science
(Taylor & Francis, 2020-09-11) Kinyota, Mjege
Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS are featured in secondary school curriculum documents for science subjects. In addition, the challenges facing the integration of IBST and NOS in science teaching in Tanzanian secondary schools are highlighted. By analysing five curriculum documents and the Basic Education Statistics in Tanzania, the study established that IBST and NOS are neither formally recognised as important aspects of science education, nor given due attention in curriculum documents. Moreover, a lack of coherence among various elements of the curriculum, which can affect the integration of IBST and NOS, was observed. Finally, it was established that several challenges such as larger class sizes, insufficient time allocation and overemphasis on content coverage need to be addressed so that IBST and NOS could be fully integrated into science teaching in Tanzania. The study does not only highlight the theoretical trends related to IBST and NOS, but also discusses their theoretical and practical implications for science teaching
Whose Names are in Science Textbooks? Justifying the Need for Critical Pedagogy in Tanzania Science Classrooms
(Journal of Education, Humanities and Sciences,, 2018-06-30) Kinyota, Mjege; Kavenuke, Patrick
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 textbooksthat 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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