Initial Teachers Preparation in Tanzania: Analysis of Enrollment Policies in Teacher Education: A Review

Abstract

  Initial teacher education identified as a key to teacher quality and performance and likely to be planned as part of a teacher recruitment strategy based on current needs. This raised concern on how to enhance teacher quality and performance. The current study aimed at analyzing the enrollment policies in teacher education as the aspects of these concern. This study reviewed literature to suit Tanzania context. The study used documents such as policy documents, published articles and other documents from international organizations such as OECD, UNESCO and World Bank (WB). The findings show(s) that the enrollment policies are most determinant of the output to be produced. Also, the enacted policies have affected either positively while others impacted negatively the quality of teachers produced. This calls for reformation of enrollment policies in teacher education. The study concluded that, there is no way poor candidates enrolled into the program to be a good teacher and produce good results. At the same time, there is no way that poor policies used during admission will bring good results. Thus, the study proposed different approaches to improve the enrollment process.