Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier
Abstract
Supporting teacher education in Tanzania has long been a common practice implemented by both local institutions and development partners. Despite a huge investment that has been dedicated to improve teacher education in Tanzania, a lot remains unclear on how direct beneficiaries perceive their engagement with the project activities including the mile- stones achieved by the implemented projects in teacher col- leges (TCs). This article presents data on the experience of pre-service teachers ( N = 2,772) participating in the Teacher Education Support Project (TESP), a project collaboratively implemented by the Governments of Tanzania and Canada. In this cross-sectional survey, data was collected from all the 35 public TCs in the Tanzania Mainland from May to August 2021. Exploratory factor analysis was conducted coupled with Monte-Carlo parallel analysis to examine the factor structure of the questionnaire alongside the descriptive analysis
Description
Full text article. Also available at https://doi.org/10.1016/j.dib.2022.108214
Keywords
Pre-service teachers, Professional learning, Teacher education, Teacher Education Support Project, Tanzania, Teacher Colleges, TCs
Citation
Nkaizirwa, J. P., Swai, C. Z., Hugo, A. K., Mahenge, C. A., & Komba, P. S. (2022). Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania. Data in Brief, 42, 108214.