Teacher preparation for teaching English in secondary school classes in a teacher preparation college in Southern Tanzania

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Darcey M. Dachyshyn

Second Supervisor/Advisor

Dr. Marriote Ngwaru


Institute for Educational Development, East Africa


The increase of learner from diverse linguistic backgrounds in today’s classrooms makes teacher education important for teaching these learners. For this case teachers are crucial in making sure that these learners acquire English language basic skills which are important for them in the whole learning process as almost all the subjects in secondary schools are being taught in English except Kiswahili subject. The situation calls for well prepared English teachers to help English language learners who are in transition from using Kiswahili as the medium of instruction to English language. Thus, the study sought to find out how pre-service English teachers are prepared to teach English language in form one classes. In doing this study, I adopted a qualitative case study approach focusing on the pedagogical practices in pre-service English teachers preparation for teaching English in secondary school. The findings from the study indicate that, the predominant teaching and learning methodology used by tutors is lecture. This methodology appears to be inadequate in preparing teachers for teaching English language learners who are being exposed to the use of English language for the first time. However, they use learner centred approaches occasionally. The findings also show that, there are challenges which college tutors face when interacting with pre-service teachers leading them to use lecture methodology. These challenges include large class size, wide content to deliver within a two-year programme which is not enough and lack of professional development programmes for tutors. Further the study revealed that, for pre-service English teachers to be qualified to teach English in secondary school they must attend teaching practice in which they have to do micro teaching, single lesson practice and block teaching practice. Teaching practice is done once each academic year and it ranges from one month to two months. The study recommends the development of a special programme of preparing English language teachers special for teaching form one learners. The researcher also recommends the college tutors to employ teaching and learning approaches which will equip pre-service English teachers with content and pedagogical knowledge relevant to the need of form one learners.

This document is available in the relevant AKU library