Strengtheng tutors’ pedagogical use of ict competences in Tanzania teachers’ colleges
| dc.contributor.author | Lubuva E. E. | |
| dc.date.accessioned | 2024-03-19T12:13:03Z | |
| dc.date.available | 2024-03-19T12:13:03Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | The study intended to bridge the policy and practice gap on teaching with ICT in Teachers’ colleges. It engaged tutors in designing and using ICT integrated lesson activities in order to strengthen their pedagogical use of ICT competences. The Network Society and Zone of Proximal Development theories guided competence assessment and support mechanisms on tutor professional learning for pedagogical use of ICT competences. ICT competences were adopted from the UNESCO ICT competence Framework for Teachers. An experimental mixed methods approach under pragmatist world views was used. A survey using a self rating questionnaire was used to collect numeric data (N=70) before and after the intervention. Observation, focus group interview, and document analyses were used to obtain descriptive data. The study used mean scores, independent sample and paired sample t-tests and multiple regression analyses for quantitative data; and content analysis for qulitatative data. Findings revealed that, Knowledge Acquisition was high which means proficiency in technological competences. Knowledge Deepening was low which means limited pedagogical use of ICT competences. Tutors’ pedagogical use of ICT competences was influenced by several factors including; limited hands-on-practice during and after ICT competence development; misalignment between policy intentions with implemented curriculum. Further, limited administration support, use of Open Educational Resources and learning networks and low proficiency in lesson planning for higher-order knowledge domains. Intervention evaluation revealed a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice. The study makes an appeal on tutors professional learning to emphasize on pedagogical use of ICT competences for addressing the learning needs of the subject matter. It recommends the need for revision of the Tanzanian ICT competence Standards for Teachers to embrace teaching with ICT and knowledge creation. Moreover, need for further research on teacher education service quality in teaching with ICT. | |
| dc.identifier.citation | Lubuva E. E. (2023). Strengtheng tutors’ pedagogical use of ict competences in Tanzania teachers’ colleges, (Doctoral Thesis) The University of Dodoma. | |
| dc.identifier.uri | https://repository.udom.ac.tz/handle/20.500.12661/4336 | |
| dc.language.iso | en | |
| dc.publisher | The University of Dodoma | |
| dc.title | Strengtheng tutors’ pedagogical use of ict competences in Tanzania teachers’ colleges | |
| dc.type | Thesis |