The Contribution of School-Based Teacher Professional Development to Learner-Centred Pedagogical Practices in Secondary Schools in Tanzania

Abstract

AbstractThe study investigated how school-based teacher professionaldevelopment (SB-TPD) contributes to learner-centred pedagogical(LCP) practices in secondary schools in Tanzania. The study employeda mixed-methods research approach and a convergent-paralleldesign in collecting and analysing data from a sample of 111 teachersparticipating in the Probono Teacher Training (PTT) Programme inKilimanjaro and Dar es Salaam regions. The study revealed that thePTT Programme contributed to the improvement of the application oflearner-centred teaching (LCT) techniques, improvisation of teachingaids, and laboratory management practices. It also contributed to theactive participation of students in group discussions and laboratorybasedexperimental activities. It was, therefore, the conclusion of thestudy that SB-TPD contributes significantly to the improvement ofLCP in secondary schools.Keywords: engagement in learning, learner-centred pedagogy,professional development