Teacher professional 'Development' in Tanzania: Contesting the orthodoxy

dc.creatorSwai, Calvin Z.
dc.date2021-05-07T06:43:14Z
dc.date2021-05-07T06:43:14Z
dc.date2019
dc.date.accessioned2022-10-20T14:13:41Z
dc.date.available2022-10-20T14:13:41Z
dc.descriptionFull text article available at http://repository.udom.ac.tz/bitstream/item/2941/Calvin%20Z.%20Swai.pdf?sequence=1&isAllowed=y
dc.descriptionThis paper challenges the orthodoxy of teacher professional „development‟ in Tanzania. It seeks to provoke conversations on the relevance of teacher professional „development‟ in the current post-modern era. Employing qualitative content analysis protocols, the paper draws on literature to generate state-of-the-description of Tanzania‟s teacher professional “development” landscape and the questions it advances. The Giroux‟s (1988) notion of a critical pedagogy of learning was utilized as an interpretive tool to make sense of the nature and practices of teacher professional „development‟ and how they shaped and continue to shape teachers and their professional identity, classroom teaching, and teacher learning for professional growth. Through this lens, the paper unpacks the identity of teachers implicate in the conventional teacher professional „development‟ alongside the image of teacher learning, the teaching profession, and school it conveys through its inherent practices. It correspondingly unearths the nature of relations produced by teacher professional “development” practices between teachers and educational officials and teachers and teachers within a school landscape. The paper suggests rethinking teacher professional “development” so to embrace the organic image of teachers as professionals but also to reflect on the growing demands of the work of teaching in a post-modern era.
dc.identifierSwai, C. Z. (2019). Teacher professional 'Development' in Tanzania: contesting the orthodoxy. In the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA), (pp 83-100). The University of Dodoma, Tanzania.
dc.identifierhttp://hdl.handle.net/20.500.12661/2985
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2985
dc.languageen
dc.publisherThe University of Dodoma
dc.subjectTeacher professional development
dc.subjectPedagogy
dc.subjectCritical pedagogy
dc.subjectContent analysis
dc.subjectTanzania
dc.subjectProfessional development
dc.subjectTeacher profession
dc.subjectTeacher development
dc.subjectProfessional orthodox
dc.titleTeacher professional 'Development' in Tanzania: Contesting the orthodoxy
dc.titleIn the proceeding of the 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (ICIEPRIEA)
dc.typeConference Proceedings

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