Michael, T.Ndijuye, L. G.Ephraim, A.2023-05-242023-05-242022Michael, T., Ndijuye, L. G., & Ephraim, A. (2022). Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania. Revista Panamericana de Pedagogía, (34), 36-51.DOI: https://doi.org/10.21555/rpp.vi34.2580http://hdl.handle.net/20.500.12661/3957Full text article. Also available at https://doi.org/10.21555/rpp.vi34.2580This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions.enPedagogical PracticesNon-formal SecondaryEducationHistory teachingPhenomenology designChallenges facing teachersArticle