Authors :
Joyce F. Mchilo
Volume/Issue :
Volume 6 - 2021, Issue 7 - July
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/3kgKwqK
Abstract :
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
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
