Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment

Swai, Calvin Zakaria; Nkaizirwa, Josephat Paul; Hugo, Alfred; Mahenge, Cosmas Anyelwisye; Komba, Philbert Sixbert

doi:10.1080/2331186x.2022.2070053

Cited by 8 publications

(12 citation statements)

References 52 publications

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“…These contrasts reveal what studies consider as systemic barriers to pedagogical use of ICT competences (Messina, Rossi, Tabone, & Tonegato, 2018;Tallvid, 2016). It was highly probable that, what was noted as tutors' limited pedagogical use of ICT facilities (Swai et al, 2022), as well as limited use of open education resources and learning networks (Lubuva et al, 2022), could have a root in this policy and practice gap. Consequently, an intervention was needed to reposition tutors' practice into pedagogical use of ICT competences.…”

Section: The Study Gapmentioning

confidence: 99%

“…Consequently, an intervention was needed to reposition tutors' practice into pedagogical use of ICT competences. (Bernt et al, 2014;Swai et al, 2022). Technological competences focused on proficiency in word processing, spreadsheet, presentation and file and directory management; use of Internet and email, as well as communication through social media as analyzed by Fraillon, Ainley, Schulz, Duckworth, and Friedman (2019).…”

Section: The Study Gapmentioning

confidence: 99%

“…The first was the ICT project for TCs 2005-2008 initiated by the then Ministry of Education and Vocational Training (MoEVT) under logistical support of the Swedish International Development Agency (SIDA) (Bernt, Ngemera, Edephonce, Uimonen, & Pain, 2014). Second was the Teacher Development and Management Strategy (TDMS) 2008-2013(MoEVT, 2015, and the third was Teacher Education Support Project (TESP) 2017-2022 by Ministry of Education Science and Technology (MoEST) under logistical support from Global Affairs Canada (Swai, Nkaizirwa, Hugo, Mahenge, & Komba, 2022). Despite the competence development efforts, studies noted actual tutors' ICT use in teaching being dominated by knowledge about ICT rather than teaching and learning with ICT (Kihoza, Zlatnikova, Bada, & Kalegele, 2016;Lubuva et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Lubuva,

Ndibalema,

Mbwambo

2024

AGJSR

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PurposeThe study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.Design/methodology/approachSurvey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.FindingsThere was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.Research limitations/implicationsThe intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.Practical implicationsThe results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.Originality/valueCreating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

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Section: The Study Gapmentioning

confidence: 99%

Section: The Study Gapmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Lubuva,

Ndibalema,

Mbwambo

2024

AGJSR

View full text Add to dashboard Cite

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“…It has been suggested by researchers that the problem might be attributed to teacher educators' instructional practice (Namamba & Rao, 2017;Swai et al, 2022). Teacher education came into the focus for reform, after being judged by policy-makers and reformers that it over-emphasised subject-content knowledge at the expense of pedagogical-content knowledge (Akyeampong, 2017).…”

Section: Gaps In Tplmentioning

confidence: 99%

Beyond Educational Reforms: A Review of Teacher Preparation in Tanzania

Mrutu

Nkota

Kibga

et al. 2022

IJLTER

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Changes in the educational sector are essential, particularly for improving the quality of teaching and learning. This study, therefore, intends to explore the teacher preparation practices and how they are shaped by educational reforms. Hence, both empirical and theoretical studies were reviewed. Furthermore, this research study employed a systematic review approach on 42 articles published in a range of 15 years from 2007-2022, in order to explore teacher-preparation practices and how they are shaped by educational reforms. The paper highlights educational reforms and it illustrates those factors that shape education-reform outcomes. It portrays educators, not as individuals with the mandate to make independent choices, but rather as innovative practitioners working in a context characterised by rules and guidelines derived from within and beyond the educational arena. The study recommends that teachers’ professional learning should be strengthened in teachers’ colleges, in order to ensure that teacher educators are not only aware of innovations emerging daily, due to science and technology, but also to enable their practices to be at the same pace as those technological developments. It implies that educators, as innovative practitioners, should be made part and parcel of the process of structuring the reform program right from the inception of the reform.

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“…Meksipun diskursus pentingnya fasilitas sekolah juga relasi kausalnya dengan variabel lain seperti motivasi dan prestasi belajar, diduga sangat mungkin bersifat spasial. Akan tetapi posibilitas dan akurasi prediksi telah meningkat dengan hasil riset terbaru yang ditunjukkan misalnya, oleh Allier-Gagneur & Gruijters (2021) tentang pentingnya sumberdaya dan fasilitas sekolah; seperti akses perpustakaan dan teknologi informasi yang signifkan memberi peningkatan antara kepuasan guru dan hasil belajar siswa (Swai et al, 2022). Pentingnya fasilitas sekolah, menurut Singh et al (2021) hal itu terutama untuk menghadapi norma baru belajar dan mengajar online baik dalam konteks pandemi maupun pasca-covid.…”

unclassified

Pengaruh Fasilitas Belajar dan Motivasi Belajar Terhadap Prestasi Belajar Peserta Didik Pada Mata Pelajaran IPS di UPTD SDN Wilayah I Kecamatan Bontoa Kabupaten Maros

2022

Edutech.j.ilmu.pendidik.dan.ilmu.sosial

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Prestasi belajar yang baik dari sejumlah peserta didik telah diyakini sebagai simultansi pengaruh standar kelengkapan fasilitas belajar di sekolah dan motivasi belajar para siswa. Asumsi ini telah menghasilkan, setidaknya evidensi empirik dan sumber data lapangan yang berbeda dalam beberapa studi kasus untuk tema serupa, termasuk dalam penelitian ini. Dilaksanakan pada Bulan Juni hingga Agustus di kelas V -UPTD SDN Wilayah 1 Kecamatan Bontoa, Kabupaten Maros sebagai lokus. Penelitian ini adalah studi kuantitatif Ex-post facto yang difokuskan pada momen dari fenomena tertentu yang telah menjadi past event untuk mengetahui baik faktor-faktor penyebab, maupun dampak kejadian tersebut. Proportionate Stratified Random Sampling digunakan sebagai teknik untuk pengambilan sampel, di mana 125 peserta didik ditentukan dalam penelitian ini secara acak sesuai dengan rumus Slovin. Pengumpulan data dilakukan dengan cara menyebarkan angket kepada responden yakni peserta didik kelas V. Angket menggunakan skala angka terbalik dengan dua kategori, di mana untuk kategori favorable dimulai dari angka dari 1 -5 dan Unfavorable sebaliknya (dari 5 -1). Selain analisis deskriptif sebagai salah satu pendekatan model matematis yang digunakan dalam menganalisis hubungan antara satu atau beberapa variabel independen yang bersifat kategorik, numerik, atau dua-duanya dengan satu variabel dependen kategorik yang bersifat dikotom -analisis regresi logistik juga digunakan. Uji parsial disertakan untuk mengetahui signifikansi pengaruh masing-masing variabel bebas secara terpisah, sehingga dapat diketahui apakah asumsi yang sudah ada dapat diterima atau tidak. Hipotesis diterima jika t-hitung > t-Tabel atau p < α = 0. 05. Hasil yang diperoleh memperlihatkan bahwa fasilitas belajar memiliki pengaruh yang kurang signifikan terhadap prestasi belajar. Sedangkan variabel motivasi memiliki pengaruh yang signifikan.

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Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment

Cited by 8 publications

References 52 publications

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Beyond Educational Reforms: A Review of Teacher Preparation in Tanzania

Pengaruh Fasilitas Belajar dan Motivasi Belajar Terhadap Prestasi Belajar Peserta Didik Pada Mata Pelajaran IPS di UPTD SDN Wilayah I Kecamatan Bontoa Kabupaten Maros

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