Teacher Educators' Perceptions and Challenges of Using Critical Pedagogy: A Case Study of Higher Teacher Education in Tanzania

Autor/inn/en	Kavenuke, Patrick Severine; Muthanna, Abdulghani
Titel	Teacher Educators' Perceptions and Challenges of Using Critical Pedagogy: A Case Study of Higher Teacher Education in Tanzania
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 4, Artikel 10 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teacher Educators; Preservice Teachers; Preservice Teacher Education; Teacher Student Relationship; Teaching Styles; Critical Theory; Reflective Teaching; Dialogs (Language); Barriers; Class Size; Lecture Method; Language of Instruction; English (Second Language); Assessment Literacy; Educational Resources; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Kritische Theorie; Dialog; Dialogs; Dialogue; Dialogues; Klassengröße; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsmittel; Ausland; Tansania
Abstract	This study investigates teacher educators' perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students' abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01