Hardman, Frank Christopher orcid.org/0000-0002-4605-4288, Abd-Kadir (Hardman), Jan orcid.org/0000-0001-6404-8837 and A, Tibuhinda (2012) Reforming Teacher Education in Tanzania. International Journal of Educational Development. pp. 826-834. ISSN 0738-0593
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Institute for Effective Education (York) The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 07 Jun 2012 17:11 |
Last Modified: | 01 Mar 2025 00:03 |
Published Version: | https://doi.org/10.1016/j.ijedudev.2012.01.002 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.ijedudev.2012.01.002 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:64911 |
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Description: Reforming Teacher Education in Tanzania