Vključevanje ocenjevanja za učenje v poučevanje in učenje pri pouku biologije v Tanzaniji

The paper is about a study that investigated how the integration of assessment for learning enhances learning achievement among secondary school biology students in Tanzania. A quasi-experimental design involving pre-test and post-test of non-equivalent control and experimental groups was used to ascertain how the integration of assessment for learning into teaching and learning processes enhances students’ learning achievement. Two boarding secondary schools located in the suburbs of Dar Es Salaam were selected. Students in the two schools had maintained equivalent performances in national examinations in previous years. The results showed that the students taught using teaching and learning processes integrating assessment for learning outperformed those taught using conventional approaches. The integration of assessment for learning is likely to have contributed to the higher learning achievement in the experimental group. The study contributes to our understanding of how teachers in resource-constrained classrooms can integrate assessment for learning techniques into their day-to-day lessons, thereby harnessing the power of assessment to enhance learning and raise standards. (DIPF/Orig.

Science teachers’ beliefs and teaching practices in Tanzanian secondary schools

Recent attempts to improve science teaching and learning in Tanzania required teachers to adopt a learner-centred pedagogy. Although researchers widely acknowledge a lack of sustained success in science teachers’ adoption of learner-centred pedagogy, the reasons for teachers’ reluctance to adopt learner-centred pedagogy remain debated. Various contextual constraints, including resource shortages, overcrowded classrooms, ineffective teacher education, and high-stakes exams, render learner-centred pedagogy unsuccessful. However, in the Tanzanian context, teacher educators and researchers seem to overlook the critical role science teachers’ beliefs about science knowledge, teaching, and learning play in their teaching practices. Thus, attempts to identify and address Tanzanian science teachers’ deeply held beliefs are uncommon. Therefore, I interviewed six secondary school science teachers to explore their beliefs about science knowledge, teaching and learning and to show how these forms. I also observed their lessons to examine how the teachers’ beliefs manifest in their classroom practices. The findings showed that teachers largely espoused ‘traditional beliefs’ about science knowledge, teaching, and learning. They viewed science as a fixed body of discrete facts that mirrors natural phenomena. They believe the body of science knowledge is absolute and handed down by omniscient authorities, such as textbooks and teachers. The teachers consistently described teaching science as conveying textbook facts for students to accumulate and reproduce during exams. Social and contextual factors, including teachers’ childhood, schooling, and training experiences, as well as the bureaucratic demands, paradoxical curriculum, and students’ reticence reinforced these beliefs. Teachers’ beliefs, though consistent with their teaching practices, were largely antithetical to the principles and practices of learner-centred pedagogy. Therefore, I propose that Tanzanian secondary school teachers consider their beliefs and the social and contextual conditions of the schools in adopting learner-centred pedagogy. They weigh their beliefs against the social and contextual conditions to decide how to teach. These results suggest that teacher educators and policy makers should seek to transform teachers’ beliefs about science knowledge, teaching, and learning through learning trajectories that require teachers to articulate and interrogate their beliefs. Such attempts should consider the social, cultural, and material contexts of the schools in which teachers teach

TET proteins regulate T cell and iNKT cell lineage specification in a TET2 catalytic dependent manner

TET proteins mediate DNA demethylation by oxidizing 5-methylcytosine to 5-hydroxymethylcytosine (5hmC) and other oxidative derivatives. We have previously demonstrated a dynamic enrichment of 5hmC during T and invariant natural killer T cell lineage specification. Here, we investigate shared signatures in gene expression of Tet2/3 DKO CD4 single positive (SP) and iNKT cells in the thymus. We discover that TET proteins exert a fundamental role in regulating the expression of the lineage specifying factor Th-POK, which is encoded by Zbtb7b. We demonstrate that TET proteins mediate DNA demethylation - surrounding a proximal enhancer, critical for the intensity of Th-POK expression. In addition, TET proteins drive the DNA demethylation of site A at the Zbtb7b locus to facilitate GATA3 binding. GATA3 induces Th-POK expression in CD4 SP cells. Finally, by introducing a novel mouse model that lacks TET3 and expresses full length, catalytically inactive TET2, we establish a causal link between TET2 catalytic activity and lineage specification of both conventional and unconventional T cells