Teacher Education in Tanzania: Pre-Service Teachers Preparation for the 21st Century

Abstract

This study explored the required knowledge and skills during pre-services teachers’ preparation for the 21^st century based to Tanzania context. The qualitative study was employed at the selected universities with teacher education programme in Tanzania. The study discovered that some 21^st century knowledge were not plentifully integrated during pre-services teacher preparation in while other skills are well integrated.  Participants were the pre-service teachers’ and tutors including Professors and Lectures from the teacher education programme. Although the study found some impediments to the integration of 21^st century knowledge in teacher education programmes in Tanzania. This study endorses that, technological pedagogical content knowledge should be given highly priority without isolation during preparation of teacher for the 21^st century.

Key words: Teacher education, Pre-service teacher, knowledge and skills

DOI: 10.7176/JEP/11-11-09

Publication date: April 30^th 2020