The Effect of Continuing Professional Education on Science Teachers' Competence at Secondary Schools in Tanzania PDF Download
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Author: Susana J. Nkurlu
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
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Book Description
In Tanzania, the number of students dropping science subjects has risen greatly, and their interest in science is very low. As a result, students perceive science subjects to be more difficult, unappealing, and irrelevant. One of the key factors in this decline is an unsuitable and outdated approach to the teaching of science in schools that ultimately inhibits students' learning. One of the solutions to this dilemma is to allow teachers to participate in professional development programs. Research has shown that participating in professional development activities is one way teachers develop the expertise necessary to enact inquiry-based practices in their classrooms. Thus, this study sought to (a) understand how the professional development learning experiences of Tanzanian secondary school science teachers influenced their instructional practices and (b) examine the approaches that science teachers utilized in the classroom, specifically the inquiry-based approach. This study was conducted with 13 participants who are secondary school science teachers, and it used semi-structured interviews, observations and document analysis. The three research questions guiding the study were: (1) What kinds of professional development opportunities do science teachers receive? (2) What methods do Tanzanian secondary school teachers use to teach science to their students? (3) How do science teachers come to understand and make sense of what an inquiry-based approach means in teaching science? The findings resulted in four main conclusions for the study: (1) the professional development for teachers was limited, inconsistent, and uneven and did not meet the modern standards of science education; (2) quality teaching was hindered by government policies that limited access to resources and infrastructure; (3) the Tanzanian science curriculum does not incorporate the inquiry-based approach; and (4) the encumbrance of teaching science to meet the requirement of the curriculum significantly affected the quality of the instruction.
Author: Susana J. Nkurlu
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
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Book Description
In Tanzania, the number of students dropping science subjects has risen greatly, and their interest in science is very low. As a result, students perceive science subjects to be more difficult, unappealing, and irrelevant. One of the key factors in this decline is an unsuitable and outdated approach to the teaching of science in schools that ultimately inhibits students' learning. One of the solutions to this dilemma is to allow teachers to participate in professional development programs. Research has shown that participating in professional development activities is one way teachers develop the expertise necessary to enact inquiry-based practices in their classrooms. Thus, this study sought to (a) understand how the professional development learning experiences of Tanzanian secondary school science teachers influenced their instructional practices and (b) examine the approaches that science teachers utilized in the classroom, specifically the inquiry-based approach. This study was conducted with 13 participants who are secondary school science teachers, and it used semi-structured interviews, observations and document analysis. The three research questions guiding the study were: (1) What kinds of professional development opportunities do science teachers receive? (2) What methods do Tanzanian secondary school teachers use to teach science to their students? (3) How do science teachers come to understand and make sense of what an inquiry-based approach means in teaching science? The findings resulted in four main conclusions for the study: (1) the professional development for teachers was limited, inconsistent, and uneven and did not meet the modern standards of science education; (2) quality teaching was hindered by government policies that limited access to resources and infrastructure; (3) the Tanzanian science curriculum does not incorporate the inquiry-based approach; and (4) the encumbrance of teaching science to meet the requirement of the curriculum significantly affected the quality of the instruction.
Author: Chelestino Mofuga
Publisher: GRIN Verlag
ISBN: 3346256286
Category : Business & Economics
Languages : en
Pages : 24
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Book Description
Academic Paper from the year 2020 in the subject Business economics - Business Management, Corporate Governance, , course: Bussiness Management, language: English, abstract: This study assesses the influence of the competence of educational leaders on the students’ academic performance in secondary schools. An explanatory cross-sectional survey design with a concurrent mixed approach using quantitative and qualitative data was employed. A total of 202 teachers provided evidence on their heads of the school’s competence in influencing students’ academic performance using questionnaires, in-depth interviews and focus group discussions. The collected data is analysed using SPSS version 23 for quantitative data, and thematic analysis for qualitative data. A significant relationship between the competence of the educational leader and a students’ academic performance was revealed. The study concludes that the competence attribute significantly influences the students’ academic performance. Therefore, the study recommends the government to allocate enough funds for the professional development for the aspirant and review the educational policy on the training and development of teachers before and after their appointment into a leadership position.
Author: Peter Shang'wet
Publisher: GRIN Verlag
ISBN: 334661512X
Category : Education
Languages : en
Pages : 7
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Book Description
Academic Paper from the year 2019 in the subject Pedagogy - School System, Educational and School Politics, grade: A, Sokoine University of Agriculture, language: English, abstract: The aim of this study is to assess challenges facing implementation of competence-based curriculum in Science subjects in secondary schools. The study followed a qualitative approach, and adopted a case study design. A sample of three science teachers and four science learners participated in the study. Data were collected through individual interviews with teachers, focus group interviews with learners and lesson observation. Teaching and learning of science is faced by many challenges in most developing countries. There is a shortage of qualified science teachers in some African countries and in some instances teachers Data were then analyzed. The study found that there were numerous challenges related to lack of required infrastructure and resources for science teaching. There were also challenges related to learners’ background, language of instruction and lack of parental support.
Author: Eriksson, Inger
Publisher: Mkuki na Nyota Publishers
ISBN: 9987083412
Category : Education
Languages : en
Pages : 222
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Book Description
School Development through Teacher Research – Lesson and Learning Studies in Sweden and Tanzaniapresents the results from a three-year-long joint research project conducted by educational researchers from Tanzania and Sweden. Even though the country contexts differ in social, economic as well as educational conditions, including teacher education and classroom standards, many recurrent education challenges are shared. These include the tendency to make educational reforms with little or no input from professionals. The new educational reforms in both countries put a much higher responsibility on teachers; teachers must be able to organise teaching that enables all students to develop required abilities/competencies. Thus, teachers need tools to develop knowledge that can contribute to their professional knowledge base. With an overall interest in issues of teaching and action research, this joint project aimed to use Lesson and Learning Study as models for developing and improving the quality of teaching and learning in schools. The research project was realised through four case studies in each country with a focus on students’ development of specific capabilities and values Science, Vocational Skills/Home and Consumer Studies, English as second language and Mathematics in grades 6-7. Complementing the cases School Development through Teacher Research – Lesson and Learning Studies in Sweden and Tanzania offers an introductory background to Lesson and Learning Studies as models for teacher-driven research and school development. The book is written to support teachers and teacher educators’ wishing to reflect about learning and the struggle of learners to discern various concepts, principles and practices. As well as those who genuinely wish to see serious learning take place, rather than simply seeing content ‘covered’ – including curriculum designers and developers, educational researchers, educational supervisors and leaders and student-teachers as well as students of pedagogy and didactics. We dedicate the book to teacher educators, teachers and school leaders who are seriously striving to enhance students’ learning and understanding in different subject areas.
Author: Suleman Sumra
Publisher:
ISBN: 9789987770243
Category :
Languages : en
Pages : 56
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Book Description
Author:
Publisher: NDALAHWA MUSA MASANJA
ISBN:
Category : Business & Economics
Languages : en
Pages : 252
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Book Description
The Contemporary Journal of Education and Business (CJEB) is bi-annual professional publication that publishes information, views, opinions and well- researched articles in contemporary issues in education and business. These scholarly articles are useful for scholars, students, researchers, business executives, educators and business practitioners. The articles published observe to high quality and context that the Editorial Board believes would be a significant contribution to the international community of scholars and readers.
Author: Charles Enock Msonde
Publisher: Open Dissertation Press
ISBN: 9781361272084
Category :
Languages : en
Pages :
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Book Description
This dissertation, "Enhancing Teachers' Competencies on Learner-centred Approaches Through Learning Study in Tanzanian Schools" by Charles Enock, Msonde, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers' competencies. This study investigates how the learning study guided by the variation theory can enhance teachers' competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers' understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers' capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers' interview protocols, lesson video recordings, lesson preparatory meetings, teacher's journals, and students' tests as research instruments. The teachers' experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students' tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers' capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers' ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends t
Author: Ingo Eilks
Publisher: Springer Science & Business Media
ISBN: 9462091404
Category : Education
Languages : en
Pages : 346
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Book Description
This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)
Author: Michael A. A. Wort
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 278
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 814
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Book Description
