Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives
This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured inter...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2022-12-01
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| Series: | African Journal of Teacher Education |
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| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7011 |
| _version_ | 1797976168229502976 |
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| author | Selina Mkimbili Festo Kayima |
| author_facet | Selina Mkimbili Festo Kayima |
| author_sort | Selina Mkimbili |
| collection | DOAJ |
| description |
This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured interview to collect data which we analysed interpretively. Our findings revealed that the aspects of learner-centered pedagogy, such as engaging student teachers in practical work and discussion, and linking classroom science to the real world, were insufficiently considered by the teacher educators in the teacher colleges studied. The challenges and or difficulties that the teacher educators in these colleges perceive to impede the implementation of learner-centered science teaching in teacher education and as well as the possible approaches that can support the implementation of learner-centered science teaching in such colleges are discussed.
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| first_indexed | 2024-04-11T04:47:04Z |
| format | Article |
| id | doaj.art-cb6b77591c144a5d855f100ed10808c9 |
| institution | Directory Open Access Journal |
| issn | 1916-7822 |
| language | English |
| last_indexed | 2024-04-11T04:47:04Z |
| publishDate | 2022-12-01 |
| publisher | Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) |
| record_format | Article |
| series | African Journal of Teacher Education |
| spelling | doaj.art-cb6b77591c144a5d855f100ed10808c92022-12-27T10:00:03ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222022-12-01112Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectivesSelina Mkimbili0Festo Kayima1Mkwawa University College of EducationDepartment of Teacher Education, Faculty of Social and Educational Sciences, NTNU This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured interview to collect data which we analysed interpretively. Our findings revealed that the aspects of learner-centered pedagogy, such as engaging student teachers in practical work and discussion, and linking classroom science to the real world, were insufficiently considered by the teacher educators in the teacher colleges studied. The challenges and or difficulties that the teacher educators in these colleges perceive to impede the implementation of learner-centered science teaching in teacher education and as well as the possible approaches that can support the implementation of learner-centered science teaching in such colleges are discussed. https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7011science teacher educator; teacher training; science teacher trainees; learner-centered teaching |
| spellingShingle | Selina Mkimbili Festo Kayima Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives African Journal of Teacher Education science teacher educator; teacher training; science teacher trainees; learner-centered teaching |
| title | Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives |
| title_full | Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives |
| title_fullStr | Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives |
| title_full_unstemmed | Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives |
| title_short | Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives |
| title_sort | preparing secondary school science teachers for learner centered teaching in tanzania s teacher training colleges educators perceived challenges and perspectives |
| topic | science teacher educator; teacher training; science teacher trainees; learner-centered teaching |
| url | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7011 |
| work_keys_str_mv | AT selinamkimbili preparingsecondaryschoolscienceteachersforlearnercenteredteachingintanzaniasteachertrainingcollegeseducatorsperceivedchallengesandperspectives AT festokayima preparingsecondaryschoolscienceteachersforlearnercenteredteachingintanzaniasteachertrainingcollegeseducatorsperceivedchallengesandperspectives |