| dc.creator |
Makiya, Asha A. |
|
| dc.date |
2019-09-05T11:46:14Z |
|
| dc.date |
2019-09-05T11:46:14Z |
|
| dc.date |
2018 |
|
| dc.date.accessioned |
2022-10-20T14:15:46Z |
|
| dc.date.available |
2022-10-20T14:15:46Z |
|
| dc.identifier |
Makiya, A. A. (2018). Professional development programs for improving in-service secondary school teachers' pedagogical skills in Tanzania: a case of Ilemela district council. Dodoma: The University of Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1755 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1755 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study entitled “Professional Development Programs for Improving In-Service Secondary School Teachers" Pedagogical Skills in Tanzania: A Case of Ilemela District Council' was guided by three objectives which were: to assess the contribution of professional development programs on in-service secondary school teachers pedagogical knowledge, to examine how secondary school teachers perceive the provision of professional development programs, and to explain common features of professional development programs that enhances teachers pedagogical knowledge. The study employed the case study research design for it is qualitative in nature. Interviews, focus group discussion and questionnaires were used in data collection. Narrative analysis was used to interpret data from the interviews. The study revealed that professional development programs are important in enhancing teachers' pedagogical knowledge and skills. Also, the findings indicated that teachers had a positive perception of the professional development programs provided. However, it is revealed in the study that the provided programs did not incorporate technological aids in teaching and learning. Teachers were not involved in programs planning and organization. Some recommendations are made like involving more teachers in professional development programs, more investment has to be made in improving teachers knowledge and skills through PDP, and the need to organize and conduct PDP at the school level to enable more teachers to share knowledge and experiences in both content and pedagogy. Some more recommendations for improvement of the study have been provided to all stakeholders and recommendation for further researches have also been suggested. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Ilemela district |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Teachers |
|
| dc.subject |
Secondary schools |
|
| dc.subject |
Secondary school teachers |
|
| dc.subject |
Pedagogical skills |
|
| dc.subject |
Development |
|
| dc.subject |
Professional development programs |
|
| dc.subject |
In-service secondary teachers |
|
| dc.subject |
Professional develoment |
|
| dc.subject |
Pedagogy |
|
| dc.title |
Professional development programs for improving in-service secondary school teachers' pedagogical skills in Tanzania: a case of Ilemela district council |
|
| dc.type |
Dissertation |
|