Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/4018

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Browsing Articles, Conference and Workshop Papers Collection by Subject "Curriculum"

Now showing 1 - 3 of 3
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    Are school leaders in Tanzania effective in fostering instructional change? Unveiling this black box from the feedback perspective
    (European open science publishing, 2022) Makwinya, Noel Mark
    Feedback is among the most powerful influences on learning a new skill. Surprisingly, very little attention has been given to studying this issue in relation to interactions between school leaders and frontline teachers particularly during the adoption of educational changes. This qualitative study provides findings on feedback provided to teachers by school leaders in relation to the adoption of a new Tanzanian curriculum. The data were collected from teachers and leaders in three schools using document reviews and individual interviews, and were processed through thematic analysis. Findings revealed various technical issues with regard to feedback method, timing, and quality. Factors that influenced these and their likely influences on the professional growth of the teachers are discussed within the context of reviewed literature. Recommendations for policy and practice are provided.
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    Challenges facing the implementation of competence Based curriculum in Tanzania
    (2017) Ishemo, Rwegasha
    In recent years, a greater attention has focused on the assessment of education quality based on the ability of students to demonstrate the competencies they have acquired in schools. To ensure the attainment of competencies, the Ministry responsible for education in Tanzania reviewed the school curriculum. The aim was to ensure high-quality education and to accelerate the socio-economic development. The implementation of a competence based curriculum in Tanzanian secondary schools started in 2005. However, the implementation process has not been impressive as evidenced by the low performance of students in their examinations. This article is an attempt to demonstrate some of the challenges facing the implementation of competence based curriculum and to provide some suggestions for improvement.
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    Inconsistencies that happen during the implementation of the learner centered teaching
    (THE INTERNATIONAL JOURNAL OF SCIENCE & TECHNOLEDGE (THEIJST), 2018) Ishemo, Rwegasha
    Educators have been insisting on the utilization of the learner centered teaching during the teaching and learning process. To accomplish that aim, several countries have been instructing teachers on employing the learner centered teaching in the classrooms. This educational approach has been stating to be effective for improving teaching, learning, and students’ performance. The implementation of the learner centered teaching has been observed to face some challenges. One of the arguments is the inconsistencies between teacher’s perceptions and practices. The inconsistencies found to occur when teachers carry out the teaching and learning process in the classrooms. In this case, teachers found to be unsuccessful in performing effective practices as suggested in the learner centered teaching. They support facilitating students by employing the learner centered teaching, but in the real teaching, they mix with the teaching methods/practices that are not effective.