| dc.creator |
Komba, Willy L. M. |
|
| dc.date |
2016-04-28T12:31:28Z |
|
| dc.date |
2016-04-28T12:31:28Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2018-04-18T12:18:39Z |
|
| dc.date.available |
2018-04-18T12:18:39Z |
|
| dc.identifier |
Komba, W.L., Anangisye, W.A. and Katabaro, J.K., 2013. The Development of Teacher Professional Identity at the University of Dar es Salaam: Perceptions and Influencing Factors. Journal of International Cooperation in Education, 15(3), pp.187-204. |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/1741 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/1741 |
|
| 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. This research investigated how various categories of
university lecturers perceived their identity, and how the inception of professional
development program has influenced the construction of professional identities.
To achieve its research objective, the study deployed a mixed methods research
of interviews and questionnaire design to collect pertinent information from 67
faculty members of the University of Dar es Salaam. The study established that
the formation of teacher professional identity (TPI) has largely been influenced
by the level of training in pedagogy, academic training, and practical experience
as an academician. Continuing professional development programs have had
little impact because of their sporadic occurrences. Similarly, the monitoring
and evaluation of teaching, learning and assessment that is undertaken under the
name of quality assurance is negatively perceived by some respondents as an
imposition and encroachment on teacher autonomy. Four of the five dimensions
of teacher professional identity identified by Wenger (1998) were observed in
the respondents’ narratives, namely identity as negotiated experiences, identity
as community membership, identity as learning trajectory, and identity as nexus
of multi membership. 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 |
Development |
|
| dc.subject |
Teacher professional identity |
|
| dc.subject |
Perceptions |
|
| dc.title |
The Development of Teacher Professional Identity at the University of Dar es Salaam: Perceptions and Influencing Factors |
|
| dc.type |
Journal Article, Peer Reviewed |
|