Teachers’ Pedagogical Competence in Dealing with Teaching Aids in Tanzania: A Case of a Few Finalist Pre-service Science-teachers

Abstract

The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student-teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher-education and science teaching process.

Teacher Improvisation Skills in Enhancing Teaching and Learning Process in Pre-Primary Schools in Tanzania

“…The aforementioned challenge arises from a combination of different factors, including limited financial resources, inadequate improvisation skills and strategies, and overcrowded classrooms resulting from the introduction of free and mandatory secondary education. Additionally, time constraints, rural school locations, a lack of experts, and difficulty identifying local materials can contribute to the issue (Makwinya, 2021;Mtitu, 2014;Mzinga & Onyango, 2021). According to Mtitu (2014), most school teachers do not utilise improvised materials or engage in improvisation.…”

“…The study noted that many teachers need more motivation, creativity, and time to improvise instructional learning materials. Many preschools in Tanzania are affected by this issue, where studies indicate that instructional materials of all types are unavailable, and teachers are not prepared to improvise them to ensure effective teaching (Makwinya, 2021;Mtitu, 2014;Mzinga & Onyango, 2021;Ngussa & Singolyo, 2018). This research sought to investigate the improvisational skills of teachers in enhancing the teaching and learning process in pre-primary schools in Tanzania.…”