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 struc- ture of the questionnaire alongside the descriptive analysis of pre-service teachers’ responses. The data covers four di- mensions of the project services delivered to TCs, including library facilities, teaching and learning materials, science and ICT support as well as teaching and learning methods em- ployed by tutors following TESP intervention. Broadly, useful insights that enlighten the progress made by the TESP so far are presented to stimulate the debate on how to successfully implement a development project geared towards strength- ening teacher education in Tanzania and elsewhere. The pre- sented data provides opportunity for educational researchers, teacher educators, policymakers, and curriculum developers to rethink on the key areas that need immediate attention to enhance the important work of preparing teachers in TCs in Tanzania and possibly beyond.
Description
Full text article. Also available at https://doi.org/10.1016/j.dib.2022.108214
Keywords
Pre-service teachers, Professional learning, Teacher colleges, Teacher education, Teacher Education Support Project, Education practice
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