Parents and teachers engagement in using cognitive apprenticeship for child's development of authentic problem-solving skills in Tanzania

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dc.contributor.author Basil, Pambas Tandika
dc.date.accessioned 2021-05-20T06:36:31Z
dc.date.available 2021-05-20T06:36:31Z
dc.date.issued 2021
dc.identifier.citation Basil, P. T. (2021, March). Parents and teachers engagement in using cognitive apprenticeship for child’s development of authentic problem-solving skills in Tanzania. In 5th International Conference on Early Childhood Education (ICECE 2020) (pp. 234-239). Atlantis Press. en_US
dc.identifier.other DOI: https://doi.org/10.2991/assehr.k.210322.050
dc.identifier.other URL: https://www.atlantis-press.com/proceedings/icece-20/125954471
dc.identifier.uri http://hdl.handle.net/20.500.12661/3150
dc.description Full text article. Also available at https://doi.org/10.2991/assehr.k.210322.050 en_US
dc.description.abstract Despite its recognition in the pre-primary curriculum and being among preferred learning outcomes at different levels, it is not well-known how child’s teachers [parents and classroom teachers] engage to enhance children with authentic problem solving skills. Phenomenography study design was used to investigate and reveal use of cognitive apprenticeship by involving 12 parents and nine classroom teachers who were sampled purposely because of their stake in the level of education. Data were collected through individual in-depth interviews and two focus group discussions [FGDs] to teachers and parents respectively in Konawa district. Thematic content analysis obeying three-steps—open coding, axial coding and selective coding—introduced by Strauss and Corbin (1990) was applied. Findings reveal that classroom teachers differed with parents on strategies they used to enhance a child's problem solving skills. However, work environment, policy-related issues, and child-related issues impacted classroom teachers’ on their initiatives in nurturing children to become good problem solvers; while economic status, lack of parental knowledge and diseases affected parents’ initiatives on the same. The study concludes that development of children with authentic problems requires a working environment as well as policy specification be improved to achieve it. en_US
dc.language.iso en en_US
dc.publisher Atlantis Press en_US
dc.subject Pre-primary education en_US
dc.subject Cognitive apprenticeship en_US
dc.subject Tanzania en_US
dc.subject Problem solving skills en_US
dc.subject Authentic problem solving skills en_US
dc.subject Thematic content analysis en_US
dc.subject Pre-primary curriculum en_US
dc.title Parents and teachers engagement in using cognitive apprenticeship for child's development of authentic problem-solving skills in Tanzania en_US
dc.title.alternative In the 5th International Conference on Early Childhood Education (ICECE 2020) en_US
dc.type Article en_US


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