Shifting teachers from teaching to learning in Tanzania schools: is it possible?

Abstract

The emphasis from teaching to learning in Tanzania schools is probably the most important pedagogical move which requires a lot of effort to realize. Curriculum reform since 1997 introduced the Student- Centered Learning (SCL) based on constructivism as a cornerstone for improvement of the quality of education in secondary schools. This study aimed to assess the implementation of SCL in four secondary schools in Morogoro. It involved 16 diploma teachers and 4 heads of schools. Both qualitative and quantitative approaches were adopted in which analysis of teachers lesson plans, classroom observation, and interviews were employed. It was found that, although lesson plans showed that teachers were using interactive teaching methods, traditional teaching was dominant in actual classroom instruction. Overall, it became evident that there was insufficient understanding among teachers about what constituted SCL. The study argues that there is “de-professionalization” of teachers’ practices in secondary schools. It recommends that the Ministry of Education and Vocational Training should organize school-based teacher professional development especially in long vacations for all teachers as a possible measure to shift teachers from teaching to learning.