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training programmes are conducted in Tanzania with a specific focus on Korogwe
District Council. The study had four specific objectives namely (i) to determine
teachers’ perceptions and or opinions about the available in-service teachers training
programme in Korogwe District Council, (ii)to identify the types of in-service teachers
training programmes conducted in Korogwe District Council, (iii)to identify the criteria
used in selecting teachers to join in-service training programmes, and (iv) find out the
extent to which in-service teachers training programmes are effectively managed.
The study was conducted from March through August 2014 and employed a
combination of methodological approaches for data collection including, document
review, interviews, focus group discussion, and survey. The key findings from this study
are that: (i) few teachers in Korogwe District have participated in in-service teachers
training programmes; (ii)These training programmes mostly took the form of which
workshops, seminars, short courses and education conference; (ii) The criteria used for
selecting teachers to attend in-service training included subject of specialization
(e.g.science teachers, Mathematics),non-professional teachers (crush programme
teachers),and duration of being in services whereby priority was given to long serving
teachers.
Other key findings are that: (iii) in-service teachers training programme have
significantly improved teaching performance and pedagogical skills through improved
dialogue skills, lessons planning as well as improved teachers adaptive capacity.
Despite the fundamental benefits mentioned above, the study revealed that there are still
some shortfalls in provision of in-service training services in Korogwe District. These
include:(i) limited training opportunities for in-service teachers,(ii) luck of adequate
funding for regular conduction of the training programmes as well as (iii) lack of
reference/guidelines for conducting in-service teachers training programmes at the both
the district and school level. Other shortfall included (iv) lack of follow up visits paid to
recipients of training programmes to collect feedback on the efficiency and usefulness
training. |
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