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Reforming Teacher Education in Tanzania

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JournalInternational Journal of Educational Development
DatePublished - Nov 2012
Issue number6
Volume32
Number of pages9
Pages (from-to)826-834
Original languageEnglish

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.

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