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Doctor of Philosophy, (Education)
Study Completed: 2018
College of Humanities & Social Sciences
DEVELOPING TEACHER-LED PROFESSIONAL LEARNING IN A TANZANIAN SECONDARY SCHOOL
Traditional professional training in Tanzania has often been criticised for not providing adequate, ongoing and relevant learning opportunities for teachers to enhance their practice. Sociocultural theorists posit that teachers as learners develop professional skills when they interact with each other within the context of their schools. However, little attention has been paid to how Tanzanian teachers might be supported to engage in this school-based professional learning. Ms Mwakabenga investigated the process of developing school-based professional learning in Tanzania. She found that many secondary teachers were unable to access meaningful professional learning. When teachers from one school were assisted to engage in their own professional inquiry, they demonstrated improved pedagogical practices as well as new understandings of effective professional learning designs. Ms Mwakabenga’s research provides new insights into how teacher-led professional learning can be developed through an inquiry model, in the context of a poorly resourced school in a developing country.
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Last updated on Tuesday 04 April 2017