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Developing Capacity for Teacher Inservice Education in Rural Tanzania: Embracing Emergent Phenomena

  • Elaine SimmtEmail author
  • Andrew Binde
  • Florence Glanfield
  • Joyce Mgombelo
Chapter
Part of the International Handbooks of Quality-of-Life book series (IHQL)

Abstract

In this chapter the authors discuss a development project conducted in Tanzania which became known as “hisabati ni maisha”—mathematics is living/life. The goal of the project was to build capacity for mathematics teaching and learning in rural and remote communities. The work was based on lessons learned from research conducted in Tanzania prior to the project, Canadian indigenous perspectives and complexity thinking. Of critical importance was the building and nourishing of relationships between the team and participants and among participants, and ongoing openness to emergent ideas and strategies. This openness led to constant tinkering with the design and activities of the project which we believe led to a project that had better and unexpected outcomes. We pay particular attention to some of the ways in which we tinkered with the design of the project in light of interactions among the project team and participants in the project.

Keywords

Development In-service teacher education Rurality Capacity development Mathematics teaching 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Elaine Simmt
    • 1
    Email author
  • Andrew Binde
    • 1
  • Florence Glanfield
    • 1
  • Joyce Mgombelo
    • 1
  1. 1.University of AlbertaEdmontonCanada

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