Open AccessPromoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development
Author(s) -
Amani Abisai Lyanga
Publication year - 2021
Publication title -
asian journal of education and social studies
Language(s) - English
Resource type - Journals
ISSN - 2581-6268
DOI - 10.9734/ajess/2021/v21i130497
Subject(s) - tanzania , professional development , government (linguistics) , teacher education , faculty development , investment (military) , professional studies , pedagogy , political science , medical education , psychology , sociology , medicine , politics , socioeconomics , linguistics , philosophy , law
This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.