| dc.creator |
Suleiman, Suleiman J |
|
| dc.date |
2019-08-27T07:56:06Z |
|
| dc.date |
2019-08-27T07:56:06Z |
|
| dc.date |
2016 |
|
| dc.date.accessioned |
2022-10-20T14:15:29Z |
|
| dc.date.available |
2022-10-20T14:15:29Z |
|
| dc.identifier |
Suleiman, J.S. (2016). Influence of learner-centered teaching approach in teacher preparation: the case of diploma in primary teacher education in Zanzibar. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1115 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1115 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
The study reports the findings of 'Influence of Learner-Centered Teaching Approach
(LCTA) onteacher preparation in Diploma in Primary Teacher Education in
Zanzibar' .Applying qualitative and quantitative approaches, the study sought to
respond to the major research question: How does learner-centered teaching
approach influence teachers' preparation in Zanzibar? From this main question, there
are three sub questions: (a) towhat extent has learner- centered teaching approach
influenced teacher preparation in Zanzibar? (b) What are the teachers' perceptions on
learner-centered teaching approach? (c) What challenges do teachers encounter in
using learner-centered teaching approach in their classrooms?
Data were collected using questionnaires, classroom observation, interview and
documentary review[the teaching portfolios of teachers were reviewed]. Data were
analyzed on specific meaning pattern that emerged from cases. Themes were
developed by comparing and contrasting meaning patterns within and across the
case. Findings reveal that teachers have positive perceptions about the use of leanercentered
teaching approach in teaching and learningprocess. Challenges including
the following:large class sizes, overloaded syllabi, lack of relevant teaching and
learning resources, sporadic in-service professional development of teachers and
tutors. All these hinder the use of LCTA in classrooms. In addition, classroom
observation revealed that, the majority of teachers using chalks and boards in
facilitating student learning.
It is recommended that efforts should be taken by theMinistry of Education, Science
and Technology to address these challenges.This can be done by allowing
teachersand tutors to use LCTA in teaching and learning processes in primary schools
in Zanzibar and in Tanzania at large. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Influence |
|
| dc.subject |
Learner centered |
|
| dc.subject |
Teaching approach |
|
| dc.subject |
Zanzibar |
|
| dc.subject |
Teacher preparation |
|
| dc.subject |
Diploma |
|
| dc.subject |
Primary teacher |
|
| dc.subject |
Education |
|
| dc.title |
Influence of learner-centered teaching approach in teacher preparation: the case diploma in primary teacher education in Zanzibar |
|
| dc.type |
Dissertation |
|