Browsing by Author "Mngarah, Daniel M."

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    An appraisal of university-school collaboration for student teachers’ ethical and moral grooming through practicum
    (2019) Mngarah, Daniel M.; Gwajekera, Fidel D.
    Universities, worldwide, have a practicum component in which prospective teachers are provided opportunity to practice what they learned theoretically in their coursework. This article presents the findings of an interpretive study on the extent of university-school collaboration for cultivating prospective teachers‟ ethical and moral competences inherent in the teaching profession. The research question that guided the inquiry was: To what extent does the university-school partnership foster the ethical and moral development of student teachers during practicum? The study involved one (1) University of Dodoma practicum coordinator; twenty (20) school academic administrators as well as sixty-seven (67) student teachers from nine (9) schools. The study adopted the multiple case study design and employed documentary review, observation of various practices, individual face to face conversations and focus group discussion methods of the qualitative research tradition in generating data. Data were analyzed through data reduction, data display and conclusion drawing and verification methods (Miles & Huberman, 1994). The study results established that while each side assumed some roles in enabling student teachers perform their practicum, the collaboration among them was relatively poor, as far as student teachers‟ ethical and moral grooming into the teaching profession was concerned. It also revealed that the attachment theory, which should come into play in relationship building processes, was not in place during the practicum. Further, both parties seemed to take for granted the fact that ethical and moral aspects were understood by student teachers, thus largely overlooking an assessment of how student teachers lived them. The study provides some suggestions on how university-school partnership could be strengthened so as to generate ethical and moral teachers for Tanzanian schools.
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    An assessment of teacher motivation for peace and moral education in the conflicting herder-farmer communities in Mvomero District, Tanzania
    (The University of Dodoma, 2019) Mngarah, Daniel M.; Mbwambo, Esther E.
    The herder-farmer communities in virtually every part of Africa are characterized by infrequent clashes which at times result not only in loss of lives but also in hostility that remains unnoticed and therefore unresolved. This paper reports the findings of the study undertaken to determine the teacher motivation to deliver moral and peace education to the students in the schools located in the areas with the frequently conflicting herder-farmer communities. The study was guided by two objectives namely, first, to examine teachers‟ experience of the hostility among students from the herder-farmer communities in the schools, and second, to assess the teachers‟ motivation to put to an end the apparent hatred that tends to emerge as they interact with their students. The study utilized the qualitative research approach through the interpretation of the informants‟ opinions regarding peace and moral education, and used the multiple case study design involving three primary schools and one secondary school. A total of fourteen (14) informants participated, involving three primary school head teachers, one deputy headmaster of a secondary school and ten (10) teachers using the documentary review, semi-structured interview, focus group discussion and observation methods. Data were analyzed thematically. The results showed that teachers had an experience of hostility among children from the clashing communities, but were not involved in the peace building efforts. Further, teachers felt to be under pressure to deal with the subject teaching roles other than engaging in the local demanding roles such as peacemaking and this lowered their motivation towards peace building. The study offers recommendations on, among other things, need for interventions to enable teachers, parents and school committees to forge links for building a sustainable culture of peace in the herder-farmer communities.