E-Learning Training as a Strategy for Teachers’ Professional Development in Tanzania: A Study of Selected Primary Schools in Musoma District, Tanzania

Abstract

Aims: This study aimed to find out the e-learning training and its contribution towards the professional development of teachers. Teachers as key agents towards Sustainable Development Goals are required to be trained in order to acquire ICT skills to cement sustainable development in developing countries.
 Study Design: The study used descriptive research design because of its flexibility in the methods of data collection and analysis. The design was used within the framework of a mixed methods approach.
 Place and Duration of Study: The study was conducted in the Musoma district in which data were collected between July 2022 and December 2022.
 Methodology: The study used both qualitative and quantitative research approaches with a sample of 54 teachers respondents from eighteen sampled primary schools selected in each ward of Musoma District. Data collection was conducted through interview guides and questionnaires.
 Findings: The study revealedthat the conducted e-learning training programmes were useful as they provided skills and knowledge to the teachers that assured flexibility in the teaching and learning process. In addition, the training contributed to the teachers’ professional competence as they assisted teachers towards a new pedagogical model where there is a shift from a teacher-centred approach towards a learner-centred approach. In addition, teachers suggested a need to develop new curricula designed for an e-learning setting, availability of ICT teaching facilities in schools and frequent follow-ups and assessments after training in order to improve the teaching and learning process.
 Conclusion: The study concludes that e-learning training programmes positively assist teachers’ professional development as well as improve their knowledge and skills that facilitate the quality teaching and learning process.