An exploration of the Relevance of the Pedagogy and Academic Content Knowledge that are Offered to Prospective Science and Mathematics Teachers in Tanzania Teachers’ colleges

Abstract

This paper explored the Relevance of the Pedagogy and Academic Content Knowledge that are offered to Prospective Science and Mathematics Teachers in Tanzania Teachers’ colleges. Morogoro Teachers’ College and Kleruu Teachers’ college were used as a case study. The performance in science and mathematics subjects in form four National examinations for four years consecutively are poor.There is doubt whether the pedagogy and academic contents offered to prospective science and mathematics which are stated in curriculum framework of teacher education and subjects syllabuses in secondary school are relevance. The study employed qualitative approach with a case study design. Key informant interview, focus group discussion and documentary review were the main methods of data collection whereby 32 respondents were involved in data collection. Content analysis was used to analyze data thematically. The study found that the academic content knowledge that is offered is of minimal relevance as most of the topics are too advanced and they do not reflect what is taught in secondary schools. Unfamiliarity and complex topics to college tutors such as computer packages in mathematics were also revealed.

Keywords: Academic Content Knowledge, Pedagogical Content Knowledge, Teachers’ college, Prospective science and Mathematics teachers, student teachers, syllabus