Implementing School-Based Teacher Development in Tanzania

Autor/inn/en	Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax
Titel	Implementing School-Based Teacher Development in Tanzania
Quelle	In: Professional Development in Education, 41 (2015) 4, S.602-623 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2015.1026453
Schlagwörter	Foreign Countries; Faculty Development; Program Implementation; Elementary School Teachers; Pilot Projects; Program Effectiveness; Program Evaluation; Participant Satisfaction; Educational Practices; Educational Change; Teacher Education Programs; Discourse Analysis; Classroom Environment; Interviews; Incidence; Learning Activities; Time on Task; Protocol Analysis; Protocol Materials; Instructional Innovation; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Program Attitudes; Mixed Methods Research; Observation; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Bildungspraxis; Bildungsreform; Diskursanalyse; Klassenklima; Unterrichtsklima; Interviewing; Interviewtechnik; Vorkommen; Lernaktivität; Zeitaufwand; Unterrichtsprotokoll; Educational Innovation; Bildungsinnovation; Schülerverhalten; Lehrerverhalten; Beobachtung; Tansania
Abstract	This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01