Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
Purpose: This study investigates the impact of teacher assessment practices in Tanzania, Kenya, and Uganda on the cultivation of “champion teachers” who can provide competency-based, inclusive, and gender-responsive education.
Methodology: A mixed-methods approach was employed, integrating document analysis, interviews, and surveys with teacher educators and student teachers from the three countries.
Findings: Even though policy changes have encouraged new ways of teaching, teacher education still mostly focuses on summative assessments and following the rules. This method makes it harder for teachers to become more reflective and adaptable, which slows progress toward better, more inclusive education.
Unique Contribution to Theory, Policy, and Practice: The study enhances theory by illustrating how assessment culture influences teacher identity, informs policy through region-specific reform recommendations, and guides practice by identifying methods to make assessment more formative and inclusive in East African teacher education.
Publication (Name of Journal)
Journal of Education and Practice
DOI
doi.org/10.47941/jep.3733
Recommended Citation
Wango, N.,
Rarieya, J.,
Mtenzi, F.,
Nicholas, W.
(2026). Reconsidering the champion teacher in assessment-oriented development education systems. Journal of Education and Practice, 10(5), 35-61.
Available at:
https://ecommons.aku.edu/eastafrica_ied/271
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