Teachers' experiences with and views on professional development programs for improving science and mathematics teaching in secondary schools in Tanzania

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dc.date2021-05-04T08:44:05Z
dc.date2021-05-04T08:44:05Z
dc.date2019
dc.date.accessioned2022-10-20T14:13:42Z
dc.date.available2022-10-20T14:13:42Z
dc.descriptionFull text article.
dc.descriptionThis study examined teachers' experiences with and views on professional development programs for improving science and mathematics teaching in secondary schools in Tanzania. The study employed a qualitative research approach using descriptive case study design and employing mainly interview as a data collection method. The study involved 42 participants selected from Dodoma Municipality in Dodoma Region, Tanzania. The findings of the study revealed that workshops, seminars, upgrading through long courses, peer coaching, collaborations and panel marking of students' examinations are programs that promote professional development for science and mathematics teachers. Additionally, teachers had low accessibility to the professional development programs. Furthermore, the findings indicated that inter-school subject associations, peer collaboration and the use of technology are major strategies to improve professional development opportunities for teachers. Similarly, PDPs have a positive impact on teachers' performance. The study recommended that professional development opportunities should be improved so as to provide opportunities for teachers to participate frequently in various PDPs.
dc.identifierBeichumila, F., & Omollo, A. D. (2019). Teachers' experiences with and views on professional development programs for improving science and mathematics teaching in secondary schools in Tanzania. In the Proceedings of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 580-598). The University of Dodoma, Tanzania.
dc.identifierhttp://hdl.handle.net/20.500.12661/2911
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2911
dc.languageen
dc.publisherThe University of Dodoma
dc.subjectProfessional developments
dc.subjectTeachers
dc.subjectScience
dc.subjectMathematics
dc.subjectTeachers’ experiences
dc.subjectScience teaching
dc.subjectMathematics teaching
dc.subjectPDPs
dc.titleTeachers' experiences with and views on professional development programs for improving science and mathematics teaching in secondary schools in Tanzania
dc.typeConference Proceedings

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