Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2022
Author(s)
Michael, Tulia
Ndijuye, Laurent Gabriel
Ephraim, Abdon
Type
Resource Types::text::Non-primary product
Abstract
This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions.
File(s)
"Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania "
License
Acceso Abierto
How to cite
Michael, T., Ndijuye, L. G., & Ephraim, A. (2022). Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania. Revista Panamericana de Pedagogía, 34, 36–51. https://doi.org/10.21555/rpp.vi34.2580
Table of contents
Introduction -- Tanzania education system -- Global context of pedagogical practices -- Tanzanian context of pedagogical practices -- Pedagogical practices in history subject in tanzanian context -- Globally contexts of non-formal education -- The context of non-formal secondary education in tanzania -- results -- Conclusion