Required Competencies for Professional Development Programs to Teacher Educators of English Language in Public Diploma Teachers’ Colleges Tanzania


Authors : Joyce F. Mchilo

Volume/Issue : Volume 6 - 2021, Issue 7 - July

Google Scholar : http://bitly.ws/9nMw

Scribd : https://bit.ly/3kgKwqK

The research aimed at exploring the competencies that are required by the teacher educators for professional development programs in diploma teachers’ colleges in Tanzania. Social learning theory as proposed by Bandura (1977) guided the study. The researcher applied mixed research approach where concurrent design was used to accommodate qualitative and quantitative research characteristics. Qualitative data were used to support quantitative data. Two instruments, namely questionnaire and in-depth interview guide were used to collect data. A sample of 44 teacher educators, 4 principals and 233 Diploma students of English language from teachers’ colleges participated in the study. Non-probability and probability sampling were used to get the participants. Six teachers’ colleges (one from each teacher education zone) that offer English language to diploma students participated in the study. The findings revealed that teacher educators required competencies in academic content specifically in teaching sound system and oral literature. In pedagogy teacher educators need the training in the English language teaching methods including natural method, total physical responses, audio- lingua and aural oral method and assessment. Further they require training in teaching speaking and listening skills. Integration of ICT in teaching English language, setting exams which measure the four language skills and focusing on competence based curriculum, diagnosis of students’ needs and curriculum analysis were required by the teacher educators as the competences that need training. Moreover, during the interview, it was revealed that teacher educators need to be developed in guidance and counselling; and dealing with students with special needs. Teacher educators did not require training on the competencies related to teachers’ ability to attain self- realization, ability to understand the relationship between students and teachers of English language; and ability to understand a student as a unique person. From the findings of this study, the researcher recommends that the Ministry of Education Science and Technology to prioritize the budget for provision of professional development programs for teacher educators that will allow many teacher educators to attend professional development to get the required competencies. It is recommended further that Diploma teachers’ colleges have to ensure that they plan professional development policy programs that will allow indoor training to improve the teacher educators’ content and pedagogical competencies. Moreover, it is recommended that the designers of the English language course for the teacher educators (TIE and universities) to design the courses which will allow the teacher educators to possess the required content and pedagogy for teaching English language in diploma teachers’ colleges

Keywords : Teacher Educators, Professional Development, Competencies Enhancement

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