Abstract
The overall education level in Tanzanians has increased in terms of schooling and even in fundamental literacy. While enrolment in secondary schools has been increasing rapidly, Form IV examinations results since 2010 have been discouraging, showing that there is a problem in the education system (NECTA, 2010). To address the situation, this article presents the needs for alternative strategies for secondary school teachers’ professional development in Tanzania. It focuses on the Teacher Resource Centre (TRC) approach as a strategy for secondary school teachers’ professional development in Tanzania. The paper also discusses equipment, materials, accessibility and management as well as teachers’ attitudes toward use of TRCs for their professional development in secondary schools. Looking at the rate of educated persons (teachers), as well as students in the classroom with the rate of manpower demand, one realizes that Tanzania is not keeping pace with kinds of skills required in today’s economic growth. Teachers need to update knowledge and skills so as to meet the challenges they face in teaching through technological changes, knowing that today’s students are more aware of the world beyond the classroom. This is what necessitates other ways of developing primary and secondary school teachers professionally so as to keep pace with today’s on-going development in the world. The TRC approach can be one of the strategies for teachers’ professional development, which can help to develop them in terms of knowledge and skills.
Recommended Citation
Koda, Gadi Moses
(2012)
"Teacher Resource Centres: A Strategy for Secondary School Teachers’ Professional Development in Tanzania,"
Journal of Humanities and Social Sciences: Vol. 1
:
No.
2
, Article 7.
Available at: https://doi.org/vlm1.2.4