Pre-service Teachers’ Preparedness to Teach during Teaching Practice in Tanzania

Abstract

Teachers are vital to the success of any education system. However, concern continues to be raised about the quality of teachers’ preparation in the teachers’ colleges and about the quality of teachers in schools in Tanzania (Global Partnership for Educational Support in Tanzania Mainland, 2013; Mgaiwa, 2018; Makoro, 2020). In line with such concerns, this study explored Tanzania’s pre-service teachers’ demonstration of knowledge and skills of teaching during teaching practice. The study was conducted in three secondary schools located in Moshi rural District in Kilimanjaro region in Tanzania. It involved five pre-service teachers from one of the Diploma Teachers Colleges, five supervisors from the same Teachers’ College and mentor teachers from the three home schools where pre-service teachers were placed for teaching practice. The study is descriptive, employing qualitative methods of data collection. Interviews, focus group discussions and observations were used to collect data. Drawing on Shulman’s (1986) categories of knowledge, data were analyzed thematically. The findings revealed that the pre-service teachers had limited skill in lesson preparation and classroom management, which negatively impacted their learning during teaching practice. Based on these findings, the study recommends that teacher education colleges should take steps to better prepare pre-service teachers to effectively handle lesson planning, teaching, and classroom management.