| dc.description |
The purpose of this study was to explore how the teacher resource centers (TRCs) were used to improve the teaching of English language in Zanzibar. Specifically, the study addressed three objectives which were (i) to examine the content and purpose of the English Improvement Programme for primary school teachers; (ii) to investigate how the programmes helped the primary school teachers of English language in the actual classroom teaching; and (iii) to assess the challenges encountered by the primary school English teachers who were attending in-service training at the TRCs in North Unguja Region, Zanzibar.
The study employed qualitative research approaches. In particular, it employed a case study design. Two TRCs categories, one in North A district and another in North B district and four primary schools, two primary schools in North A district and two primary schools in North B district. A total of 86 respondents were involved in this study. All groups of respondents were selected using purposive sampling technique; data were collected through interviews, documentary review, focus group discussion and classroom observation. The qualitative data was analyzed and presented descriptively. However, in some quantitative elements, simple statistics, like numbers and percentages, were used to draw some inference.
The findings of this study revealed that there was some improvement in English language for some primary school teachers visited in both North „A‟ and North „B‟ district in North Region Unguja. Basing on the findings, the study recommended that the English language teachers should be trained more especially in content and teaching methodologies for the competence-based curriculum to make them more competent to assist learners in improving their core-language skills and good communicative between teachers and students. This requires a concerted effort from all stakeholders in the education sector in Zanzibar, such as curriculum developers, TRC coordinators, English facilitator in TRCs, text book writers, and English language teachers and learners. |
|