Professional Development for Science and Mathematics Teachers in Tanzanian Secondary Schools

Abstract

This paper describes and provides a framework for the professional development of science and mathematics teachers that could be employed as these teachers seek ways to improve performance in the classroom, consistent with the need to meet the national goal of providing all science and mathematics teachers with access to professional development opportunities. Implementation strategies for this programme include the commitment of science and mathematics teachers to the programme; ownership of the professional development programme; a focus on teaching and learning strategies that promote meaningful connections; extended planning time for the programme; support based on an assessment of their needs; recognition that change is a long-term process that requires long-term support; networking across schools within districts or regions in order to promote collegiality; and an evaluation process to guide future professional development opportunities.  Key words: Professional Development, Science and Mathematics Teachers, Tanzania