887
Views
12
CrossRef citations to date
0
Altmetric
Research articles

Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania

Pages 671-688 | Published online: 10 Jan 2014

References

  • Allen, D., Donham, R., and Tanner, K. 2004. Approaches to biology teaching and learning: Lesson study Building communities of learning among educators. Cell Biology Education 3: 1–7.
  • Bond, P. 2004. Communities of practice and complexity: Conversation and culture. AMED's Organizations and People Journal 11(2). [Online] Available at: http://www.leader-values.com/Content/detail.asp?ContentDetailID = 984
  • Borko, H. 2004. Professional development and teacher learning: Mapping the terrain. Boulder, CO: University of Colorado.
  • Borko, H., Elliott, R., and Uchiyama, K. 2002. Professional development: A key to Kentucky's educational reform effort. Teaching and Teacher Education 18: 969–987.
  • Borko, H., Jacobs, J., Eiteljorg, E., and Pittman, M.E. 2008. Video as a tool for fostering productive discussion in mathematics professional development. Teacher & Teacher Education 24: 417–436.
  • Cerbin, W., and Kopp, B. 2006. Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education 18(3): 250–257.
  • Chonjo, P., O-saki, K., Possi, M., and Mrutu, S. 1996. Improving science education in secondary schools: A situational analysis of selected government secondary schools in Tanzania mainland. Dar es Salaam: Ministry of Education and Culture & GTZ.
  • Deketelaere, A., and Kelchtermans, G. 1996. Collaborative curriculum development: An encounter of different professional knowledge system. Teachers and Teaching: Theory and Practices 2(1): 71–85.
  • Dooner, A., Mandzuk, D., and Clifton, R. 2008. Stages of collaboration and the realities of professional learning communities. Teaching and Teacher Education 24(3): 564–574.
  • DuFour, R. 2004. What is a ‘professional learning community’?. Schools as Learning Communities 61(8): 6–11.
  • Fullan, M. 1993. Change forces: Probing the depth of educational Reform. Levittown: The Falmer Press.
  • Fullan, M. 2003. Change forces with a vengeance. London: Routledge Falmer.
  • Fullan, M., and Hargreaves, A. 1992. Teacher development and education change. Oxon: Routledge Falmer.
  • Gallucci, C. 2003. Communities of practice and the mediation of teachers’ responses to standards-based reform. Education Policy Analysis Archives 11(35): 1–31.
  • Guskey, T.R. 2002. Professional development and teacher change. Teachers and Teaching: Theory and Practice 8(3&4): 381–391.
  • Handelzalts, A. 2009. Collaborative curriculum development in teacher design team. Enschede: PrintPartners Ipskamp.
  • Hargreaves A. 1994. Changing teachers, changing times: teachers work and culture in the postmodern age. Trowbridge: Rewood Books.
  • Hargreaves, A. 2003. Teaching in the knowledge society: Education in the age of insecurity. Berkshire: Open University Press.
  • Hargreaves, A., and Dawe, R. 1990. Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education 6(3): 227–241.
  • Hord, S.M. 2002. Learning together, leading together: Changing schools through professional learning community. Oxford: National Staff Development Council.
  • Inger, M. 1993. Teacher collaboration in secondary schools. Centerfocus 2. National Center for Research in Vocational Education, University of California at Berkeley, . Verfugbar Unter.
  • Jimoyiannis, A. 2010. Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education 30: 1–11. doi:10.1016/j.compedu.2010.05.022
  • Kafyulilo, A. 2010. Practical use of ICT in pre-service teachers training at DUCE: An analysis of prospective teachers’ technological pedagogical content knowledge. Unpublished master thesis, Enschede, University of Twente.
  • Kafyulilo, A.C. 2012. Collegiality in teacher design teams: Experience from Tanzania and the Netherlands. Journal of Humanities and Sciences 1(1): 92–106.
  • Keedy, J.L. 1999. Examining teacher instructional leadership within the small group dynamics of collegial groups. Teaching and Teacher Education 15(7): 785–799.
  • Kitta, S. 2004. Enhancing mathematics teachers’ pedagogical content knowledge and skills in Tanzania. Enschede: PrintPartners Ipskamp.
  • Lam, S., Yim, P., and Lam, T.W. 2002. Transforming school culture: Can true collaboration be initiated?. Educational Research 44(2): 181–195.
  • Lesser, E., and Storck, J. 2001. Communities of practice and organizational performance. IBM Systems Journal 40(4): 831–841.
  • Lumpe, A.T. 2007. Research-based professional development: Teachers engaged in professional learning communities. Journal of Science Teacher Education 18: 125–128.
  • Maldonado, L., and Victoreen, J. 2002. K-12 professional development: Findings from research. [Online] Available at: http://apcentral.collegeboard.com/apc/public/repository/ap05_profdev_effectiv_41935.pdf (accessed on 23 December 2009).
  • Mishra, P., and Koehler, M. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108(6): 1017–1054.
  • Mwinsheikke, H. 2003. Overcoming the language barrier: An in-depth study of the Tanzania secondary school science teachers’ initiatives in coping with the English-Kiswahili dilemma in the teaching learning process. Doctoral Thesis, Faculty of Education, University of Oslo.
  • Nieveen, N., Handelzalts, A., van den Akker, J., and Homminga, S. 2005. Teacher design teams: A scenario for school-based curriculum innovation. Paper Presented at the ECER 2005, Dublin.
  • O-saki, K.M. 2007. Science and mathematics teacher preparation in Tanzania: Lessons from teacher improvement projects in Tanzania: 1965-2006. NUE Journal of International Educational Cooperation 2: 51–64.
  • Ottevanger, W., Faiter, L., O-saki, K., and van den Akker, J. 2005. The TEAMS Project in Tanzania: From intervention to capacity building. Journal of International Cooperation in Education 8(1): 111–123.
  • Penuel, W.R., Fishman, B.J., Yamaguchi, R., and Gallagher, L.P. 2007. What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal 44(4): 921–958.
  • Pukkila, P., DeCosmo, J., Swick, D., and Aorld, M. 2007. How to engage in collaborative curriculum design to foster undergraduate inquiry and research in all disciplines? [Online] Available at: www.unc.edu/depts/our/pdf/cur_chapter18 (accessed 19 September 2009).
  • Sackney, L., Mitchell, C., and Walker, K. 2005. Building capacity for learning communities: school that work, REICE - Revista Electrónica Iberoamericana sobre Calidad. Eficacia y Cambio en Educación 3(1): 9–16.
  • Schildkamp, K., and Kuiper, W. 2010. Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education 26: 482–496.
  • Seka, B. 2008. Looking back at the morogoro lecture. Daily News on Sunday. November 2008.
  • Simmie, G.M. 2007. Teacher design teams (TDTs): Building capacity for innovation, learning and curriculum implementation in the continuing professional development of in-career teachers. Irish Educational Studies 26(2): 163–176.
  • Steen, L.A. 1995. Standards for school science and mathematics: Background, purposes, goals, principles St. Olaf College. Available at: http://www.stolaf.edu/people/steen/Papers/standards.html (accessed on 12 December 2009).
  • Sugiyama, M. 2005. Exploring the practical use of ICT tools by teachers for making supplemental teaching/learning materials in secondary schools in Tanzania, as an effort of supporting students learning in science and mathematics. Unpublished, master's dissertation. Enschede: University of Twente.
  • United Republic of Tanzania. 2008. The education development in the United Republic of Tanzania. National Report, Ministry of Education and Vocational Training.
  • van den Akker, J. 2009. Curriculum design research. In An introduction to educational design research, eds. T. Plomp and N. Nieveen. Enschede: SLO.
  • Villegas-Reimers, E. 2003 Teacher professional development: An international review of the literature. Paris, UNESCO: International Institute for Education Planning.
  • Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., de Vries, B. 2011. Teacher learning in collaborative curriculum design. Teaching and Teacher Education 30: 1235–1244.
  • Waddoups, G., Wentworth, N., and Earle, R. 2004. Principles of technology integration and curriculum development: A faculty design team developing electronic portfolios. Journal of Computing in Teacher Education 20(3): 113–120.
  • William, C., and Bryan, K. 2006. Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education 18(3): 250–257.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.