Browsing by Author "Basil, Pambas Tandika"

Now showing 1 - 6 of 6
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    Early grade lesson preparation in Tanzania: teachers’ focus and perceived benefits
    (Taylor & Francis, 2021) Basil, Pambas Tandika
    This study investigated the perspectives of grade one and two teachers on the essential lesson preparation made and its usefulness in the teaching and learning process. Descriptive or transcendental phenomenology using semi-structured interviews collected data from 43 (18 first grade and 25-second grade) teachers sampled randomly among participants of in-service training programmes in Mufindi District Council and Mafinga Town Council in the Iringa region. Using thematic content analysis, the study established that teachers were aware of key preparation activities preceding a focused lesson. The lesson plan was their main activity for executing the selected learning activities using appropriate instructional strategies for equipping pupils with the desired learning competencies. Moreover, teachers prepared a lesson plan to guide and boost efficiency in terms of achieving lesson competency (ies), become confident; hence use for every lesson. The study concludes that most of the teachers supported the use of lesson plans to boost efficiency in teaching and learning and recommends that the production and distribution of the lesson plan be done by one unit/agency.
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    Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
    (Elsevier, 2024-07) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
    This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
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    Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
    (Elsevier BV, 2024) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
    This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
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    Experience-based school principals’ perspectives on the development of and roles of social relationships on Tanzania’s pre-primary school children’s learning
    (Türkiye Okul Öncesi Eğitimini Geliştirme Derneği, 2018) Basil, Pambas Tandika; Ndijuye, Laurent
    This paper investigated the perceived role of the social relationships in the pre-primary school children’s learning. It basically focused primary school principals’ perspectives on the social relationship among pre-primary children and in relation to the school community. To achieve the study purpose, four specific objectives guided the study that engaged 12 school principals in Mbozi district in Mbeya region through the use of purposive sampling strategy. Informed by the phenomenographic research design, a semi-structured interview was used to collect data from the school principals using face-to-face conversations that lasted for 30 - 50 minutes. The analysis followed the three conceptual tasks and revealed that school principal’s conceptions about a child’s social relationship staved off the development of unacceptable manner made possible through collaboration between family members (parents) and other community members. Cooperation and respecting child’s needs are the two essential elements of positive teacher-child and child-child relationships. Importantly, teaching children to be cooperative and respect one another and adults help in strengthening the social relationship in society.
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    Is fathers’ involvement in young children’s development and learning in the early years important? Experiences from the caregivers in Tanzania
    (Mercy College, 2019) Basil, Pambas Tandika; Ndijuye, Laurent Gabriel
    There has been an increased interest among researchers and policy makers on fathers' involvement and its implications for children's wellbeing and learning. Existing empirical evidences from developed countries have documented fathers' essential role that it successfully improves children's development and learning. However, there is dearth of evidence from developing countries, especially from Sub-Sahara African contexts. This study was designed to establish Tanzanian experiences particularly Kimamba village in Kilosa District-on fathers' involvement in children's development and schooling dimensions. Descriptive exploratory study design guided collection and analysis of data of the rural context. A total of 23 fathers were recruited for focus group interviews. The analysis of data revealed that fathers had good understanding of their roles and involvement in child-rearing and learning for mastering social and economic welfare of their children, families and the larger population. Fathers indicate that their involvement has significant contribution to children's development across schooling periods and later in life. Their responses range from preparing home environment and crafting home-based timetable for the child to adhere to when at home and during after-school hours. The study concludes that, in a context with limited educational resources, parenting education is important for both fathers and mothers. This may ultimately lead to closer parental involvement and collaboration in child-rearing and caring. It therefore recommended that Social Welfare Officers in collaboration with District Education Officers and teachers should organise and run sensitization programmes to improve fathers' involvement in children's development and learning.
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    Parents and teachers engagement in using cognitive apprenticeship for child's development of authentic problem-solving skills in Tanzania
    (Atlantis Press, 2021) Basil, Pambas Tandika
    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.