Educational changes and teacher identity in Tanzania: implications for industrial development

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dc.contributor.authorLawrent, Godlove
dc.date.accessioned2021-08-19T08:06:13Z
dc.date.available2021-08-19T08:06:13Z
dc.date.issued2021
dc.descriptionAbstract. Full text article available at https://doi.org/10.4018/978-1-7998-6471-4.ch001en_US
dc.description.abstractThis chapter highlights the extent to which the Tanzanian secondary education expansion policy shaped teacher identity and thereby affecting the country's industrial economy. The study approach was ‘qualitative', and social ‘cognitive theory' was adopted. The participants' lived experiences were gathered through interviews and document analysis. Findings revealed that the objectives stated in the policy were inconsistent with the actual enactment of strategies in relation to the improvement of teaching career. This has resulted in eroding teacher identity, particularly teacher efficacy. Teachers of this category would not (the author argues) help students to develop their capabilities of crucial to fully engage in industrial development. This chapter, therefore, supports a view that taking into account the social positioning of teachers when educational policies are developed and enacted would enhance their level of professional standards. These teachers may prepare competent school graduates, and hence be able to realise the set country's industrial development goals.en_US
dc.identifier.citationLawrent, G. (2021). Educational changes and teacher identity in Tanzania: implications for industrial development. In handbook of research on nurturing industrial economy for Africa’s development (pp. 1-16). IGI Global.en_US
dc.identifier.otherDOI:10.4018/978-1-7998-6471-4.ch001
dc.identifier.urihttp://hdl.handle.net/20.500.12661/3275
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.subjectTeacher Professionalismen_US
dc.subjectProfessionalsen_US
dc.subjectEducational Reformsen_US
dc.subjectPolicy Enactmenten_US
dc.subjectIndustrial Developmenten_US
dc.subjectPolicyen_US
dc.subjectTeacher identityen_US
dc.subjectEducation changeen_US
dc.subjectReformen_US
dc.subjectEducation systemen_US
dc.titleEducational changes and teacher identity in Tanzania: implications for industrial developmenten_US
dc.typeBook chapteren_US
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