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Learning to Teach in Tanzania

  • Chapter
Teaching in Tension

Part of the book series: Pittsburgh Studies in Comparative and International Education ((PSCIE,volume 1))

Abstract

Scholars and development agencies generally agree that the pre-service and inservice education and training of teachers are critical to attaining the Education for All and Millennium Development Goals of educational access and equity. Many studies on education emphasize the need to improve and expand the existing teacher education opportunities in sub-Saharan Africa (SSA) (see, for example, Lewin and Stuart 2003b; Mulkeen, Chapman, DeJaeghere and Leu 2007; UNESCO 2007); nevertheless, research on teacher learning in the region remains limited. Furthermore, as Chapter 1 explained, there has been a push by governments and international agencies over the past few decades for the adoption of learner-centered pedagogies (LCP), and this requires training that prepares teachers to teach in different ways, transforming previously understood and enacted practices and roles.

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Authors
  1. Maria Jose Bermeo
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  2. Zikani Kaunda
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  3. Dorothy Ngarina
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Bermeo, M.J., Kaunda, Z., Ngarina, D. (2013). Learning to Teach in Tanzania. In: Teaching in Tension. Pittsburgh Studies in Comparative and International Education, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-224-2_3

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