Relevance of In-service-Teacher Training in Tanzania: Lessons from Licensed and Normal Trained Teachers

Benjamin Mbeba Meli

doi:10.7176/rhss/10-6-11

Abstract

The focus of this paper is to examine the efficacy of various in-service teacher training programs offered to both licensed and normal trained teachers in Tanzania. The in-service programs includes effective ways of improving teaching performance for in-service training students, types of in-service teacher training offered to both licensed and normal trained teachers, self-initiatives taken by both types of teachers to undergo in-service training, challenges and problems facing licensed and normal trained teachers, conclusion and recommendations. The paper advances some recommendations that should be taken by the government and other stake-holders to minimize the challenges and problems facing these two types of teachers as far as the education sector in Tanzania are concerned. Key Words: Licensed and Normal Trained Teachers, Pedagogical Skills, In-service Teacher, Teacher training DOI: 10.7176/RHSS/10-6-11 Publication date: March 31 st 2020

Highlights

In-service training (INSET) is a situation in which teachers have a chance to attain new knowledge and skills in a more dynamic way (Galabawa et al, 2000)
The importance of INSET is expressed by Swazin and Monk (2000) who revealed that, INSET which is conducted from areas of work and using facilities which do not really exist in the teachers working places yield very little results
The literature indicates that the good fruits which are expected from INSET depend on the way it is planned and conducted

Summary

Benjamin Mbeba Meli Dares Salaam University College of Education

The Ministry of Education, Science and Technology (MoEST) in Tanzania has made sure that both licensed and normal trained teachers are getting in-service training courses in order to upgrade their skills and knowledge. The Open University of Tanzania was requested to enrol all licensed trained teachers It is during INSET where teachers’ professional knowledge, professional skills and professional attitudes develop and mature. The trainers who are mandated to train effective teachers to teach in secondary schools should be competent enough in their subject mastery (Kiwia, 1999) and teachers should acquire the requisite , pedagogical skills during the in-service training. The training for teachers during in-service training must result in some benefits to teachers, students, schools and the education sector in general It must be carried out effectively, efficiently and it must create excellence in learning.

Work place

Degree in Studies