Reforming Teacher Education in Tanzania

Frank Christopher Hardman; Jan Abd-Kadir (Hardman); Tibuhinda A

doi:10.1016/j.ijedudev.2012.01.002

Reforming Teacher Education in Tanzania

Frank Christopher Hardman, Jan Abd-Kadir (Hardman), Tibuhinda A

Research output: Contribution to journal › Article › peer-review

Abstract

It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.

Original language	English
Pages (from-to)	826-834
Number of pages	9
Journal	International Journal of Educational Development
Volume	32
Issue number	6
DOIs	https://doi.org/10.1016/j.ijedudev.2012.01.002
Publication status	Published - Nov 2012

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Reforming Teacher Education in Tanzania

Abstract

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