Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania

Autor/inn/en	Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam
Titel	Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania
Quelle	In: African Educational Research Journal, 10 (2022) 4, S.342-368 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Faculty Development; Teacher Surveys; Teacher Attitudes; Public School Teachers; Technological Literacy; Pedagogical Content Knowledge; Access to Computers; Teacher Characteristics; Rural Urban Differences; Teaching Experience; Teaching Methods; Technology Integration; Foreign Countries; Learning Processes; Gender Differences; Poverty; Social Differences; Teacher Qualifications; Elementary School Teachers; Secondary School Teachers; Technology Uses in Education; Tanzania + Suchen Sie Ihr Suchwort? Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Stadt-Land-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; Geschlechterkonflikt; Armut; Sozialer Unterschied; Lehrqualifikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Tansania
Abstract	This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01