Tanzanian Pre-Primary Teachers' Commitment to Teaching in the Context of Unemployment

Autor/in	Wilinski, Bethany
Titel	Tanzanian Pre-Primary Teachers' Commitment to Teaching in the Context of Unemployment
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 7, S.1263-1280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.2022457
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Teacher Persistence; Unemployment; Teacher Certification; Teacher Education Programs; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arbeitslosigkeit; Tansania
Abstract	Globally, efforts to increase access to pre-primary education have led to a surge in enrolment. To address a pre-primary teacher shortage that resulted from a dramatic increase in pre-primary enrolment rates, Tanzania developed a new pre-primary diploma programme with the goal of attracting more teachers and improving instructional quality. In this article, I investigate the commitment trajectories of 20 pre-primary teachers who were part of the first cohort to graduate with a pre-primary diploma but had not yet received a government teaching post. Analysis of in-depth interviews reveals both stability and change in teachers' pre- and post-graduation levels of commitment. I contend that making sense of stability and change in the context of unemployment requires an understanding of the employment landscape in Tanzania, the constraints on students' ability to influence their educational and career trajectories, and the government's efforts to professionalise ECE teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01