Date

6-2012

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Mark Lamport

Primary Subject Area

Education, General; Education, Teacher Training; Education, Vocational; Education, Sociology of; Education, Curriculum and Instruction; Education, Finance; Education, Administration; History, African

Keywords

Phenomenological, Qualitative, Tanzania, Teacher Preparation

Disciplines

African Languages and Societies | Curriculum and Instruction | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Sociology | International and Comparative Education | Teacher Education and Professional Development

Abstract

In third world countries where education often takes a back seat to survival, teachers struggle to prepare themselves to shape the destiny and future of the upcoming generation. This study examined the phenomena of Tanzanian teacher preparation with special emphasis on the motivating factors, common experiences and reflections of participants concerning their preparation process for teaching in a government funded school. This study inquired into the immediate teaching environment and the ongoing teacher development processes. Fifteen Tanzanian teachers were purposefully chosen for this study and data was gathered utilizing a semi-structured interview, a survey and a focus group. The teacher narrative revealed that tribal customs were dominant in the culture as parents determined the career path for their children. Societal issues included a need for a practiced English language, respect for the role of the teacher, resources for teaching, improved teacher living conditions, positive governmental influence eliminating bribery and corruption, basic pay on a consistent basis, a national syllabus which is communicated to every school effectively, and ability to provide basic needs for teachers such as food, safety and health services. Dominant educational advancement themes included additional pre-service training time, structured Teacher Training College programs, and a need for more in-service training opportunities. Recommendations were made for future advancement as well as further research opportunities.

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