Science teachers' beliefs and teaching practices in Tanzanian secondary schools

@inproceedings{Tarmo2018ScienceTB,
  title={Science teachers' beliefs and teaching practices in Tanzanian secondary schools},
  author={Albert Tarmo},
  year={2018}
}
Recent attempts to improve science teaching and learning in Tanzania required teachers to adopt a learner-centred pedagogy. Although researchers widely acknowledge a lack of sustained success in science teachers’ adoption of learner-centred pedagogy, the reasons for teachers’ reluctance to adopt learner-centred pedagogy remain debated. Various contextual constraints, including resource shortages, overcrowded classrooms, ineffective teacher education, and high-stakes exams, render learner… CONTINUE READING

References

Publications referenced by this paper.
SHOWING 1-10 OF 143 REFERENCES

The failure of progressive paradigm reversal

G. Guthrie
  • Compare: A Journal of Comparative and International Education,
  • 2016
VIEW 6 EXCERPTS
HIGHLY INFLUENTIAL