Teacher preparation for development of the 3Rs in lower primary classes in Tanzania
| dc.contributor.author | Justine, Kavindi | |
| dc.date.accessioned | 2019-09-24T11:51:37Z | |
| dc.date.available | 2019-09-24T11:51:37Z | |
| dc.date.issued | 2014 | |
| dc.description | Dissertation (MA Education) | en_US |
| dc.description.abstract | Reading, writing and arithmetic (3RS) constitute the Literacy skills which have recently drawn great attention among education stakeholders in Tanzania due to the fact that children mastery of these skills has been reported to be problematic. The key objective of the study was to examine the process of teacher preparation for development of the 3Rs in lower primary classes in Tanzania. A case study design informed by qualitative approach was employed in the study. The study was guided by Situated Learning Theory (Lave, 1988) and Social cognitive theory (vygotsky, 1978). It used purposive sampling strategy where 24 informants were selected (15 student teachers, 6 tutors, and 3 principals). The data analysis process was guided by the analyses steps discussed by Gray (2004); that is, familiarization and immersion, Editing, open cording and concept mapping were adapted. The study established that there was no clear selection criterion for students admission into the teaching profession for development of the 3Rs in lower primary schools, the only criterion was for admitting students pursuing certificate of primary education. There was no separate curriculum package for the same. There was an assumption that students teachers admitted in to the teachers colleges would be able to teach 3Rs based on their mastery of curriculum areas such as psychology of guidance and counselling, curriculum, child growth and development, learning theories, teaching preparation, measurement and evaluation, educational research and teaching profession. Specifically, peer teaching, micro-teaching, demonstration lessons, single lesson teaching practice and block teaching practice were identified as means through which student - teachers could develop competency in teaching. In the preparation process of teachers for teaching the 3Rs, a number of challenges were found including lack of teaching and learning materials, insufficient professional tutors, poor infrastructure, and loaded curriculum challenges. The study concludes that, knowledge about the 3Rs among teachers was crucial if development of the 3Rs in young children was to be realised. The study recommends, among others, that efforts should be made to improve the education policy by establishing courses targeting teaching of the 3Rs among pupils in lower primary school classes. | en_US |
| dc.identifier.citation | Justine, K. (2014). Teacher preparation for development of the 3Rs in lower primary classes in Tanzania. Dodoma: The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1808 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Literacy skills | en_US |
| dc.subject | 3Rs | en_US |
| dc.subject | Education stakeholders | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Lower primary classes | en_US |
| dc.subject | Education curriculum | en_US |
| dc.subject | Learning theories | en_US |
| dc.subject | Child growth | en_US |
| dc.subject | Child development | en_US |
| dc.subject | Teaching profession | en_US |
| dc.subject | Teaching preparation | en_US |
| dc.subject | Education policy | en_US |
| dc.subject | Primary schools | en_US |
| dc.title | Teacher preparation for development of the 3Rs in lower primary classes in Tanzania | en_US |
| dc.type | Dissertation | en_US |