| dc.creator |
Komba, Willy L. M. |
|
| dc.creator |
Anangisye, William A. L. |
|
| dc.creator |
Katabaro, Joviter K. |
|
| dc.date |
2016-03-21T06:45:39Z |
|
| dc.date |
2016-03-21T06:45:39Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2018-04-18T11:50:22Z |
|
| dc.date.available |
2018-04-18T11:50:22Z |
|
| dc.identifier |
Komba, W.L., Anangisye, W.A. and Katabaro, J.K., 2013. Teacher Professional Identity and Quality Assurance in Tanzania: The Case of The University of Dar es Salaam. CICE 叢書 5 Africa-Asia University Dialogue for Educational Development: Final Report of the Phase II Research Results:(3) Teacher Professional Development, 5(3), pp.61-77. |
|
| dc.identifier |
http://hdl.handle.net/123456789/1158 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/10856 |
|
| dc.description |
The success of quality assurance in higher education depends on how well it is organised and
the extent to which the stakeholders accept and own it. Indeed, how academicians perceive
themselves, their profession, and others in the profession is reflected in their practice which
in turn affects the quality of education being provided. Therefore, this paper is based on a
study that investigated how expertise in various academic disciplines can be combined with
expertise in the pedagogical disciplines to produce coherent training programmes that can be
implemented successfully. To achieve its research objective, the study deployed mixed method
research of interviews and questionnaire design to collect pertinent information from faculty
members of Tanzania’s premier institution of higher learning, the University of Dar es Salaam.
The research focused on assessing the dialectical relationship between the construction of
teacher professional identity and quality assurance practices. The research findings suggest
the need for more and systematic sensitisation of academic staff; sharing of a common
understanding; use of professionals in curriculum, psychology and educational management;
and systematic induction of newly-recruited staff |
|
| dc.language |
en |
|
| dc.subject |
Teacher professional identity |
|
| dc.subject |
Quality assurance |
|
| dc.subject |
Tanzania |
|
| dc.title |
Teacher Professional Identity and Quality Assurance in Tanzania: The Case of The University of Dar es Salaam |
|
| dc.type |
Journal Article, Peer Reviewed |
|