No. 34 (2022): julio - diciembre
Artículos

CHALLENGES FACING TEACHERS DURING PEDAGOGICAL PRACTICES IN HISTORY SUBJECT IN NON-FORMAL SECONDARY EDUCATION IN TANZANIA

PDF
  • Tulia Michael,
  • Laurent Gabriel Ndijuye,
  • Abdon Ephraim
Tulia Michael
Tanzania Institute of Education
Laurent Gabriel Ndijuye
University of Dodoma
Abdon Ephraim
University of Dodoma
DOI: https://doi.org/10.21555/rpp.vi34.2580
Categories

Published 2022-07-01

Keywords

How to Cite

Michael, T., Ndijuye, L. G. ., & Ephraim, A. . (2022). CHALLENGES FACING TEACHERS DURING PEDAGOGICAL PRACTICES IN HISTORY SUBJECT IN NON-FORMAL SECONDARY EDUCATION IN TANZANIA. Revista Panamericana De Pedagogía, (34), 36–51. https://doi.org/10.21555/rpp.vi34.2580
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Downloads

Download data is not yet available.

Altmetrics

Abstract

This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions.

PDF

References

  1. Adabo, O.C. (2019). The History Curriculum and Inculcation of National Consciousness in History Students in Ghana. A Journal of the Social Studies, 80(2).
  2. Affeldt, F., Tolppanen, S., Aksela, M., & Eilks, I. (2017). The Potential of The Non-formal Educational Sector for Supporting Chemistry Learning and Sustainability Education for All Students–A Joint Perspective from Two Cases in Finland and Germany. Chemistry Education Research and Practice, 18(1), 13-25.
  3. Boadu, G. (2016). Teachers’ Perceptions of the Problem Faced in Teaching of History in Senior High Schools, 5(7). http://doi.org/10.18533/Journal.v5i7.967
  4. Carney, S. (2009). Negotiating Policy in an Age of Globalization: Exploring Educational «Policyscapes» in Denmark, Nepal, and China. Comparative Education Review, 53(1), 63-88. https://doi.org/10.1086/593152
  5. Creswell, J.W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks: Sage Publications.
  6. Dembele, M., & Lafoka, P. (2007). Pedagogical Renewal for Universal Primary Education: Overview of Trends in Sub-saharan Africa, 53(N), 531-553.
  7. Fru, R. N. (2015). History Education at the Crossroads: Challenges and Prospects in Lesotho Context.
  8. Gall, M., Gall, J., & Borg, W. (2007). Educational Research (8th ed.). Cape Town: Pearson Education Inc.
  9. Gardner, H. (2006). Five Minds for the Future. Harvard Business School Press.
  10. Kanukisya, B. (2012). Globalization Impacts on Adult Education: A Comparative Study of Adult Education Policies and Practices in Tanzania and Uganda (Doctoral thesis). University of Oslo, Norway.
  11. Kanyamwenge, S.R. (2017). The Contribution of Class Size on Students’ Performance in Secondary Schools in Karagwe District. The Open University of Tanzania.
  12. Kayode, G.M., & Ayodele, J. (2015). Impacts of Teachers’ Time Management on Secondary School N Students’ Academic Performance in Ekiti State, Nigeria. Journal of Secondary Education, 3(1). https://doi.org/10.11648/j.ijsedu.20150301.11
  13. Kitson, A., Husbands, C., & Steward, S. (2011). Teaching and Learning History: Understanding the Past. Open University Press: Maidenhead.
  14. Levitt, A., Kathryn, & Diallo, B.B. (2003). Teaching by the Book in Guinea. In Local Meanings, Globalschooling: Anthropology and World Culture Theory.
  15. Lewin, K. (2002). Pre-services Training of Teachers: Does its Objectives and How Can it Be Improved? UNESCO.
  16. Lymo, N.S., Too, J.K., & Kipning’etich, K.J. (2017). Perceptions of Teachers on Availability of Instructional Materials and Physical Facilities in Secondary Schools of Arusha District, Tanzania. International Journal of Educational Policy Research and Review, 4(5), 103-112.
  17. Mason, J. (2002). Qualitative Researching (2th ed.). Sage Publications.
  18. Marton, F., & Pong, W.Y. (2005). On the Unit of Description in Phenomenography. Higher Education Research & Development, 24(4), 335-348.
  19. Maxwell, B. (2016). Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings. (August). https://doi.org/10.1080/03057240.2016.1204271
  20. MoEVT (2012). History Syllabus for Secondary Education from I-IV. Dar es Salaam, Tanzania.
  21. Msolla, A.M. (2010). Non-formal Education as a Strategy for Poverty Reduction in Tanzania: A Case Study of Integrated Community Based Adult Education in Kilolo District. University of Dodoma.
  22. Namamba, A. (2017). Preparation and Professional Development of Teacher Educators in Tanzania. Current Practice and Prospects. Journal of Education and Practice, 8(2222).
  23. Nzima (2016). Competence Based Curriculum (CBC) in Tanzania; Tutors Understanding and their Institutional Practices.
  24. O’Sullivan, M. (2006). Lesson Observation and Quality in Primary Education as Contextual Teaching and Learning Processes. International Journal of Educational Development, 26(3), 246-260.
  25. Paulo, A., & Tilya, F. (2014). The 2005 Secondary School Curriculum Reforms in Tanzania: Disjunction Between Policy and Practice in its Implementation. Journal of Education and Practice, 5(35).
  26. Ralaingingita, W. (2008). Re-making the Namibian Teacher: A Study of Teacher Reflection in an Era of Social Transition and Policy Reform. University of Maryland.
  27. Rodriguez-Galego, M. (2007). Six Effective Areas of Lesson Plan.
  28. Ruto, Z.J. (2011). Challenges Facing the Teaching of History and Government: A Case of Secondary Schools in Wareng District, Kenya. Moi University Digital Repository.
  29. Sakata, N., Candappa, M., & Oketch, M. (2021). Pupils’ Experiences with Learner-Centred Pedagogy in Tanzania. Compare: A Journal of Comparative and International Education, 00(00), 1-19. https://doi.org/10.1080/03057925.2021.1941769
  30. Scott, G.L. (2018). Pedagogy of the History Classroom. University of Jyvaskyla.
  31. Steiner-Khamsin, G., & Stolpe, I. (2006). Educational Import: Local Encounters with Global Forces in Mongolia, 71(H).
  32. Tabulawa, R. (1997). Teachers Perspectives on Classroom Practices in Botswana: Implications for Pedagogical Change. International Journal of Qualitative Studies in Education, 11(2)(M), 249-268
  33. Tanzania Institute of Education (2011). The Framework for Diploma in Teacher Education Programme.
  34. Tanzania Institute of Education (2013). Maboresho na mabadiliko ya mitaala toka mwaka 1961 hadi 2010.
  35. Timothy, V. A. (2011). An Assessment of Compentence Based Curriculum Implementation in Teaching and Learning Ordinary Level Physics. The Case of Singida Municipality, Tanzania. University of Dar-es-salaam.
  36. United Republic of Tanzania (2014). Education and Training Policy. Dar es Salaam.
  37. UNICEF (2018). Education Budget Brief 2018. Tanzania Country.
  38. Vavrus, F., & Bartlett, L. (2012). Comparative Pedagogies and Epistemological Diversity: Social and Materials Contexts of Teaching in Tanzania. Comparative Education Review, 56(SPL.ISS. 4), 634-658. https://doi.org/10.1086/667395
  39. Westwood, P. (2004). Learning and Learning Difficulties. In V. Camberwell (Ed.). A Hand Book for Teachers. ACER Press.
  40. Yin, R.K. (2009). Case Study Research: Design and Methods (3th ed.; C. Thousand Oaks, Ed.). Sage.