The Quality of Contents, Staffing, and Teaching Approaches of Degree and Non-Degree Teachers Training Institutions in Tanzania

Mohamed, Nurdin (2016) The Quality of Contents, Staffing, and Teaching Approaches of Degree and Non-Degree Teachers Training Institutions in Tanzania. ["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.

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Abstract

The purpose of this study was to review and assess the quality of contents, staffing, and training approaches, used in degree and non-degree teachers training institutions in Tanzania. The main focus was on the professional components of the programmes rather than the academic subject matter such as geography or chemistry. The study used both quantitative and qualitative paradigms, as it employed the survey research design. The data were organized in tables, themes, figures and interview data were organized around the specific research objectives which were entry qualifications, curriculum contents, training approaches, trainers qualifications and trainees performance. In terms of findings, the study showed that trainees joined teachers training institutions and university colleges of education with minimum qualifications. Very few students joined with above average qualifications. Likewise, there were very few students who scored distinction and first class in final examinations. The content, structure, and coverage of the programmes were well organized and covered the basic issues in the teaching profession. The professional subjects for grade “A” were in one syllabus. The time allocated for professional subjects was said to be not enough, especially for diploma and grade “A”. There were no modern teaching aids and no well-equipped libraries in all teachers training colleges and in some of the new universities. The passive transmittal teaching and learning approaches were the most used as active learning activities were rare. Furthermore, some tutors and lecturers experiences in teaching were below standards as some possessed bachelor degree only, and some were diploma holders, with very few holder of masters’ degree. On other hand, in universities, most of the lecturers were holder of masters’ degree and a few PhD while professors were very few.

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