Date of Award

2024

Degree Type

Thesis

First Advisor

Dr. Mweru Mwingi

Department

Institute for Educational Development, East Africa

Abstract

This dissertation aims to investigate the enhancement of tutors' pedagogical skills through PBL in Tanzania TCs. The study addresses the need to improve TE quality by focusing on tutors’ PD. The research questions guiding this study are: (1) What are the perceptions of tutors towards the implementation of the F4L-PBL PD intervention in TCs? (2) What pedagogical skills do tutors gain from the implementation of the F4L-PBL PD interventions, and their integration into T&L practices? (3) How effective are tutors in transferring PBL principles and methods acquired through the intervention? (4) What challenges do tutors face in transferring PBL principles to their teaching practices? The research methodology employed in this study is a sequential explanatory mixed-methods approach. The study area is a teachers' college in Tanzania, and the population of the study consists of 82 student teachers, 10 college tutors, the college principal, the college project coordinator, and 02 F4L project facilitators. The sample size was determined based on stratified random and purposive sampling techniques. Data collection methods include a questionnaire, semi-structured interviews, as well as FGD. Qualitative data analyzed thematically, while quantitative data analyzed using descriptive statistics (SPSS). The validity and reliability of the data is ensured through test-retest, rigorous testing, and triangulation of data sources. Assumptions, limitations, and delimitations of the study are acknowledged to provide a clear understanding of the scope and boundaries of the research. The major findings of the study reveal that the implementation of the F4L-PBL PD intervention positively influences tutors' pedagogical skills. Tutors gain innovative and interactive teaching methods, integrate ICT into T&L processes, incorporate gender and inclusivity, and employ hands-on teaching and learning styles. They effectively transfer 21st-century skills, demonstrate adaptability and classroom management, and exhibit gender responsiveness, differentiation, and inclusivity in their teaching practices. However, tutors face challenges such as time constraints, work-related distractions, resource continuity, and limited access to technology and internet connectivity. The findings of this study contribute to the understanding of the impact of PBL on tutors' pedagogical skills and provide insights for improving TE programs. The study recommends the continued implementation of PBL interventions, addressing the identified challenges, and promoting a supportive environment for tutors' PD.

First Page

1

Last Page

103

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