Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

Autor/inn/en	Mmasa, Mussa; Anney, Vicent Naano
Titel	Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices
Quelle	In: Journal of Education and Practice, 7 (2016) 9, S.137-154 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Literacy Education; Numeracy; Teaching Methods; African Languages; Case Studies; Semi Structured Interviews; Elementary School Students; Foreign Countries; Qualitative Research; Geographic Regions; Sampling; Illiteracy; Teacher Effectiveness; Parent Background; Educational Attainment; Teacher Education; Teaching Skills; Attendance; Truancy; Elementary School Teachers; Family Relationship; Faculty Development; Instructional Materials; Educational Facilities; Observation; Tanzania + Suchen Sie Ihr Suchwort? Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Case study; Fallstudie; Case Study; Ausland; Qualitative Forschung; Analphabetismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elternhaus; Bildungsabschluss; Bildungsgut; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Anwesenheit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsstätte; Beobachtung; Tansania
Abstract	The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the teaching literacy in standard one (grade one) and two (grade two) in public primary schools. Secondly, it was to examine standard two and three mastering of literacy skills in Kiswahili language in public primary schools; and the thirdly to find out problems associated with the teaching and learning literacy skills in Tanzanian primary school classrooms. This study employed case study research design within qualitative research approach. The study conducted in one of the district Tanga region. The study involved a total of 582 respondents in the categories of: District education officer, head teachers, academic teachers, class teachers and pupils who were selected through purposeful sampling approach. Data were collected through semi-structured interview, classrooms observation and documentary review. Qualitative data were subjected to thematic analysis. Later on data were tabulated and responses calculated as percentages. The study findings indicated that there were serious literacy problems of literacy teaching in public primary schools where most the teachers do not have adequate skills of teaching literacy. Pupils in standard two about 64% cannot read, write and do simple numeracy while standard three about 54%. In addition, factors that contributed to literacy problem were pupils' late enrolment in standard one, shortages of teaching and learning resources, and parents' level of education, inadequate literacy teachers and teachers with poor literacy teaching skills. Teachers teaching literacy teaching needs professional learning in order improve their teaching skills. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01