The Quality of Pre-Service Primary School Teacher Education in Tanzania: An Investigation into Policies and Practices

Simple item page
dc.contributor.authorChaligha, Julius L. E.
dc.date.accessioned2019-03-07T07:24:27Z
dc.date.available2019-03-07T07:24:27Z
dc.date.issued2018
dc.descriptionA Research Thesis Submited to the School of Education in Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in Education, of Kenyatta University. October, 2018en_US
dc.description.abstractThis study investigated the quality of pre-service primary teacher education in Tanzania and determined the extent to which policies and practices affect the quality of pre-service primary teacher education. The research objectives of the study were to identify factors affecting the quality of pre-service primary TE in Tanzania; examine whether the TE policies has any influence on the quality of pre-service primary TE; establish whether the pre-service primary teacher training process influence the quality of pre-service primary teachers; and, finally, to propose appropriate strategies that would help to improve the quality of pre-service primary TE. The study adopted a descriptive research design. The sample was 412 respondents. Data were gathered using questionnaires, interviews and observations. The analysis was done using qualitative and quantitative approach. Computer software - Excel for statistical analysis was used. The findings revealed that various factors affected the quality of pre-service primary TE. The study found that weak Grade A trainees enrolled, underdeveloped and overloaded curriculum, scarcity of teaching and learning materials, poor working environment in the TTCs and the shortage of funds affects the quality pre-service primary TE process. In fact, the TE policy does not encourage the enrolment of best students in the pre-service primary TE. Moreover, the TTCs’ inspection and quality assurance system remained weak. Furthermore, Grade A tutors are largely under qualified and face the challenge of overcrowded classes and insufficient teaching and learning materials and access to ICT. As such, there is a need to reform the TE policy, improve the admission criteria, ensure adequate supply of basic amenities, reform the Grade A curriculum and introduce subject specialisation, improve training and recruitment of Grade A tutors. Though good TE policy is necessary, but it is insufficient on its own. In this regard, the study recommended a change of mindset coupled with political will to achieve quality pre-service primary TE.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18991
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleThe Quality of Pre-Service Primary School Teacher Education in Tanzania: An Investigation into Policies and Practicesen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
The Quality of Pre-Service Primary School Teacher.pdf
Size:
2.19 MB
Format:
Adobe Portable Document Format
Description:
Fulltext Thesis
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
PHD-Department of Educational Foundations