Application of Participatory Teaching and Learning Approach in Teacher Training Colleges in Tanzania
Abich D. Omollo, Bahati Nyakrura, Yazidu Saidi Mbalamula
Journal of Scientific Research and Reports · pp. 1–10 · Published 16 Nov 2017
10.9734/JSRR/2017/34417Abstract
In this study, the use of participatory approach in teaching and learning in teachers colleges was explored with an aim of finding out whether tutors apply participatory approach in the classroom in order to improve teaching and learning among teacher trainees. Two public teachers colleges that are Tarime and Bunda teachers colleges were studied. Qualitative approach supplemented with quantitative data was employed. Stratified sampling, simple random sampling and purposive sampling procedures were used to select 96 respondents for the study. Furthermore, the study used semi-structured interview, Focused Group Discussion, questionnaires, observation and document review to collect data. The quantitative data were manually analysed and presented in frequencies, percentages and tables while qualitative data were subjected to content analysis. The study found that tutors use participatory approach in teaching and learning with the question and answers technique in the classroom. The study found that tutors had the positive attitude towards the use of participatory approach. The study recommends that the government should direct more resources to teacher colleges and schools to render the working environment conducive for effective teaching and learning. Planned in-service training programmes and workshops should be initiated and sustained at school, college, district and national level to update teachers and tutors content knowledge and pedagogical skills.
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