Enhancing teacher preparation for inclusion in universities and university colleges in Tanzania through prosocial education.

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dc.contributor.authorMilinga, Joseph R
dc.date.accessioned2020-05-08T11:10:31Z
dc.date.available2020-05-08T11:10:31Z
dc.date.issued2016
dc.description.abstractWith the ever growing need for inclusive education, teachers’ prosocial attributes are considered important in facilitating students’ learning. Today, universities and university colleges are among core institutions entrusted with the responsibility of preparing teachers. While student diversity is significant in many classrooms today, little has been written about teacher preparation in Tanzania focusing on how universities and university colleges prepare teachers in both the academic and prosocial sides of education so that they can transmit the same to learners as they embark on teaching. Linked to both available literature and personal experience, the need to integrate prosocial education into teacher education programmes in universities and university colleges is emphasized in the paper, and suggestions to this end are provided. Along with shed lighting on some anticipated challenges to producing teachers with prosocial orientations, the paper concludes on areas that need to be researched for improved teacher preparation in Tanzania.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5436
dc.language.isoenen_US
dc.subjectinclusion, prosocial education, Tanzania, teacher preparation, universities.en_US
dc.titleEnhancing teacher preparation for inclusion in universities and university colleges in Tanzania through prosocial education.en_US
dc.typeJournal Article, Peer Revieweden_US
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