Download or read book Quality enhancement in teacher education written by Colonel Chambulila and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Quality Enhancement in Teacher Education written by Didas Chambulila and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding and Improving Quality of Secondary School Education written by George Jidamva and published by . This book was released on 2012 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Assessment in Tanzania written by Joyce Kahembe and published by Springer Nature. This book was released on 2020-11-04 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
Download or read book The Quality of Education in Tanzania written by Justinian Chrinton J. Galabawa and published by . This book was released on 2000 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education for Mass Education written by F. L. Mbunda and published by . This book was released on 1977 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education Systems in Africa in the Digital Era written by Bade Adegoke and published by African Books Collective. This book was released on 2015-10-19 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher education is vital for the realization of a nations development aspirations. The conception, incubation and delivery of any national development policy, as well as the reform and implementation of extant policies, are driven by the quality of teachers and their products within a functional educational system. Indeed, national and global models of development, including the millennium development goals revolve round the frames of quality education, beginning with teacher education. It is therefore important to have functional teacher education systems in Africa to help its citizens explore the networking of the world as a global village. This is achievable through a systematic mobilization of national resources and visible commitment to the development of a modernized cadre of scientific and technological manpower. This book, Teacher Education Systems in Africa in the Digital Era is a rich exposition of theories and praxes essential for the development of teacher education in Africa. The book has immense benefits for teachers, teacher trainers, funding agencies, other stakeholders and policy makers.
Download or read book The Professional Development of Teacher Educators written by Tony Bates and published by Routledge. This book was released on 2014-12-18 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Download or read book Tanzania Project written by Mary M. Schoeneberger and published by . This book was released on 1974 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Interpreting the Meaning of Teacher Training written by Rebecca Lee Johnson Koelln and published by . This book was released on 2000 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Planning for Quality Improvement in Tanzania written by Haruni Machumu and published by GRIN Verlag. This book was released on 2011 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Development written by and published by . This book was released on 2014 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychology and Education in Changing Societies written by I. M. Omari and published by . This book was released on 1982 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Enhancing Teachers Competencies on Learner Centred Approaches Through Learning Study in Tanzanian Schools written by Charles Enock Msonde and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Enhancing Teachers' Competencies on Learner-centred Approaches Through Learning Study in Tanzanian Schools" by Charles Enock, Msonde, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers' competencies. This study investigates how the learning study guided by the variation theory can enhance teachers' competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers' understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers' capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers' interview protocols, lesson video recordings, lesson preparatory meetings, teacher's journals, and students' tests as research instruments. The teachers' experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students' tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers' capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers' ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends t
Download or read book Curriculum Innovation in Teacher Education written by Wilberforce E. Meena and published by . This book was released on 2009 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education Foundations of the Development of Skills and Productive Capabilities written by Suleman Sumra and published by . This book was released on 2016 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cultivating Dynamic Educators written by Sarah Pouezevara and published by RTI Press. This book was released on 2018-09-28 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as “teacher behavior change”). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders.
