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

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, syllabu

An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers’ College

This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers’ college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year to teach secondary schools. This brought a doubt on the teaching approach used by science and mathematics tutors in teachers’ colleges to prepare science and mathematics teachers during training. The researcher conducted the study to see if the Science Processes Skills (SPS) are well applied during training of the prospective science and mathematics teachers.The study employed qualitative approach with a case study design. Key informant interview and focus group discussion were the main methods of data collection whereby 32 respondents were purposively involved in data collection. Content analysis was used to analyze data thematically. The study found that the science and mathematics teachers during training were not prepared by using scientific approach which was science process skills such as problem and inquiry. Other methods contrary to science process skills and competence based curriculum were used such as lecture method and rare question and answers. Keywords: Scientific Approach, Science Process Skills (SPS), Science and Mathematics, Tutors, Teachers, Competence Based Curriculum, Training College

An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers’ College

This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers’ College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice exercise, the researcher doubt whether the teaching practice exercise prepared and organized at Morogoro teachers college during training helps the prospective science and mathematics teacher to improve their teaching professions. The study employed qualitative approach with a case study design. Key informant interview, documentary review and focus group discussion were the main methods of data collection where 32 respondents were purposively involved in data collection. Content analysis was used to analyze data thematically. The study found that the preparation and organization of teaching practice exercise at Morogoro teachers college was not effective to improve teaching profession of the prospective science and mathematics teachers, because the student teachers were not oriented practically to the teaching tools and towards proper teaching skills. On top of that the raking of the schools was not well conducted. Also the duration of teaching practices were not enough as well as inappropriate time planned for the exercise. Key words: Preparation and Organization, Teaching Practice, Teacher Education, Science and Mathematics, Prospective Science and Mathematics Teachers, Student Teacher, Tutors.