Department of Education Psychology and Curriculum Studies

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The 2005 Secondary School Curriculum Reforms in Tanzania: Disjunction between Policy and Practice in its Implementation
(2005) Paulo, Albert; Tilya, Frank
The growing need for education system to produce school leavers with capabilities in terms of knowledge, skills and attitudes useful for solving social and economic challenges has prompted education reforms in Tanzania. Recent education reform involved the introduction of competence-based curriculum in secondary schools. This paper reviewed recent research on the implementation of competence-based curriculum reforms in Tanzania and compare the findings with the original policy intentions to establish the congruence between the two. The paper has established that classroom teaching, learning and assessment in most secondary schools has remained traditional contrary to the competence-based curriculum demands. Lack of comprehensive orientation to the reformed curriculum for the teachers and poorly resourced learning environment are among many drawbacks to the implementation of the reformed curriculum.
Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania
(2012-07) Kafyulilo, Ayoub
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.
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.
Child Sexual Abuse among University Students in Tanzania
(Elsevier, 2006) McCrann, Denis; Lalor, Kevin; Katabaro, Joviter K.
Child sexual abuse is a serious breach of basic human rights and is responsible for numerous adverse sequelae (Roberts, O’Connor, Dunn, & Golding, 2004; Steel, Sanna, Hammond, Whipple, & Cross 2004); its wide-spread presence in both developing and developed countries is well documented (Finkelhor, 1994; Back, Jackson, Fitzgerald, Shaffer, Salstrom, & Osman, 2003; McGee, Garavan, de Barra, Byrne & Conroy, 2003). Gorey and Leslie (1997) reported a 22.3% prevalence rate of child sexual abuse among women and 8.5% prevalence rate among men from an aggregate of 16 studies. A review of about 30 studies of community and convenience samples found widely varying estimates of the prevalence of child sexual abuse ranging from 3% to 30% for males and from 6% to 62% for females (Fergusson & Mullen, 1999). Child sexual abuse appears to be a universal phenomenon; wherever it has been sought out it has been found (Finkelhor, 1994). The latter study reported that most perpetrators were male and that one third of sexual abuse was intra-familial.
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
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 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 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.
Developing Teachers’ Competencies on ICT Use in Science and Mathematics Teaching: An Analysis of ICT Integration in Education
(2011) Kafyulilo, Ayoub C.
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.
Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania
(SAGE, 2021) Masath, Faustine Bwire; Hinze, Laura; Nkuba, Mabula; Hecker, Tobias
The need for intervention strategies aiming to reduce teachers’ use of violent discipline methods has been expressed repeatedly, especially for countries where this practice is socially and legally accepted. Nevertheless, initial targets for interventions are not clearly identified, as factors contributing to teachers’ use of violence are still understudied. In the present study, we examined the interplay between teachers’ own experiences of violence, their attitudes, current stress, and their use of violent discipline in a representative sample of 173 Tanzanian primary school teachers (53.7% female, Mage = 38.1 years, SDage = 10) using structural equation modeling. Our model showed good model fit (χ2 [48, n = 173] = 78.058 (p = .004), CFI = .962, TLI = .948, RMSEA = .060 [90% CI [.034, .084], PCLOSE = .233], SRMR = .048). Results indicated direct associations between positive attitudes toward violent discipline (β = .41), stress (β = .23), and teachers’ own experiences of violence (β = .21) with teachers’ use of violence. Teachers’ own experiences of violence were significantly associated with positive attitudes (β = .39), and these significantly mediated the association between teachers’ own experiences of violence and their use of violent discipline (β =.23). Our findings underscore the relevance of past experiences, societal norms, and current working conditions in understanding teachers’ violence against students. Interventions aiming to reduce teachers’ use of violent discipline may focus on stress management, societal norms, personal beliefs on violent discipline, and how teachers’ own previous experiences of violence may influence teacher’s disciplining behavior.
Funding Teaching Practice in Two East African Universities: Its Influence on the Behaviour and Practices of a Supervisor
(Taylor and Francis, 2013) Kagoda, Alice M.; Katabaro, Joviter K.
Teaching Practice is a learning process through which teacher trainees are exposed to a school environment during their internship. Time spent in the field ranges between eight and ten weeks and students are posted to different parts of the respective countries under study. The teacher trainers referred to as supervisors assume the role of mentors, facilitators of teacher trainees’ learning experiences through evaluation and reflection and fostering classroom performance. Today, faculties of education are overwhelmed by the ever increasing number of teacher trainees with disproportionate increases in human, financial and other resources essential in teacher training. The number of teacher trainees going for school practice ranges between 2500 and 3000 for each university each year. Funding Teaching Practice has not only been limited but has also not matched the current inflation rates in the two countries. The main purpose of this study was to identify how funding affects the practices and behaviour of supervisors as well as their competence in handling the expected pedagogical/education tasks during school practice. This study was done in Uganda, Makerere University, and University of Dar es Salaam in Tanzania. The methods used for data collection by researchers were qualitative using participant observation and interviews. Quantitative data were gathered as complementary information. Results show that supervisors are always in a hurry to move to the next school which might be between 10 and 30 kilometres apart. Teacher trainees are inadequately supervised mentored and have limited time for feedback from supervisors. One wonders whether there is any intended learning that takes place. The researchers recommend adequate orientation of supervisors, as well as a Diploma Course in the Theory and Practices in Teacher Education. Government needs to increase the funding for school practice if proper and adequate orientation of trainee has to bear meaningful results.
Gender differences in the use of asynchronous discussion forums and quizzes for promoting critical thinking dispositions
(IGI, 2018) Mwalongo, Alcuin
This study examined female and male students’ perceptions of the use of asynchronous discussion forums and quizzes to promote critical thinking dispositions. Research suggests that there are differences between female and male students in terms of learning in online environments. However, studies that focus on these differences, especially in promoting critical thinking dispositions, are limited. To this end, this chapter explores gender differences in the use of the discussion forums and quizzes to promote critical thinking dispositions. A mixed methods research approach was used. Both quantitative and qualitative data were collected concurrently through a questionnaire. Findings indicate that female students had higher critical thinking dispositions related to open-mindedness and inquisitiveness than male students. There was no statistically significant difference between female and male students in the other critical thinking dispositions. Implications for pedagogical practices have been discussed. Further research can involve a larger sample from different sociocultural settings.
How primary School Teachers Handle Pupils' Errors_ in EFL Classrooms: A Case Study of Primary Schools in Dar es Salaam
(Institute of Adult Education, 2011) Mwalongo, Alcuin
There has been a public discontent in Tanzania regarding pupils' fluency and competency in English as a foreign language (EFL). The blame has been directed to teachers due to their inability to deal with the said problem. Since handling pupils' errors is a fundamental process of teaching and learning that has the potential of improving pupils' linguistic fluency and competency, this study sought to explore how primary school teachers handled errors in EFL classrooms. The research study used a qualitative paradigm that employed a case study of sixteen teachers from eight schools of the three Municipalities of Dar es Salaam City, that is, Ilala, Temeke and Kinondoni. Data were mainly collected through classroom observations and were analysed using QSR NVivo NUD*IST. The findings revealed that teachers used a variety of strategies to correct pupils' errors .However, some of the strategies employed were unprofessional and could undermine the teaching-learning process. Implications for teaching and learning EFL in the primary schools in Tanzania and the areas for future research have been discussed.
Human Resources Development for ... Managing SAPs and Integrating Environmental Concerns in Tanzania
(1994) Katabaro, Joviter K.; Mbeaez, A. V. Y.
Developments in the World Economy in the 1980s, and certainly the 1990s as well, have witnessed polarity of development experiences between developed and developing countries. The disappointing performance of the economies of the latter countries, especially the issue of poverty, led to debates centering around policies that will bailout these economies. Among the regions that have been a subject of much research and policy prescriptions is Sub-Saharan Africa, with the 1980s and 1990s being basically a period of structural adjustment programmes designed to improve macroeconomic performance. After almost a decade of implementing SAPs in most Sub-Saharan African countries, the debate is now even more heated-on whether adjustment does or does not work. The World Bank, the architect of SAPs, is on the defensive pointing out that SAPs can work given certain conditions (Husain, 1994).
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 Impact of HIV/AIDS on Education and Institutionalizing Preventive Education
(International Institute for Educational Planning, 2002) Carr-Hill, Roy A.; Katabaro, Joviter K.; Katahoire, Anne R.; Oulai, Dramane
As a new millennium dawns, the HIV/AIDS pandemic continuesto ravage Sub-Saharan Africa (SSA): at least 40 million people areinfected with HIV in sub-Saharan Africa. Much of the impact of HIV/AIDS afflicts children and women: indeed the bulk of new AIDS casesare among young people, aged 15-25 and females aredisproportionately affected. The ability of girls and women to protectthemselves from HIV is constrained by their status in society.
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.
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.

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