Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania

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dc.contributor.authorNkaizirwa, Josephat Paul
dc.contributor.authorSwai, Calvin Zakaria
dc.contributor.authorHugo, Alfred Kisuda
dc.contributor.authorMahenge, Cosmas Anyelwisye
dc.contributor.authorKomba, Philbert Sixbert
dc.date.accessioned2024-03-27T12:49:20Z
dc.date.available2024-03-27T12:49:20Z
dc.date.issued2022
dc.descriptionFull text article. Also available at https://doi.org/10.1016/j.dib.2022.108214en_US
dc.description.abstractSupporting 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.en_US
dc.identifier.citationNkaizirwa, 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, 108214en_US
dc.identifier.otherhttps://doi.org/10.1016/j.dib.2022.108214
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4447
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.subjectPre-service teachersen_US
dc.subjectProfessional learningen_US
dc.subjectTeacher collegesen_US
dc.subjectTeacher educationen_US
dc.subjectTeacher Education Support Projecten_US
dc.subjectEducation practiceen_US
dc.titleData on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzaniaen_US
dc.typeArticleen_US
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