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A Competency-Based Approach to ICT Integration in Teacher Education: Perspectives from Tutors and Teacher-Trainees in Tanzania Mainland

Author

Listed:
  • Faith Shayo

    (The Open University of Tanzania, Faculty of Education, P.O. Box 23409, Dar-es-Salaam, Tanzania)

  • Cosmas Mnyanyi

    (The Open University of Tanzania, Faculty of Education, P.O. Box 23409, Dar-es-Salaam, Tanzania)

Abstract

This study aimed to examine implementation of a competency-based approach to ICT integration in Teacher Education in Tanzania. Specifically, the study sought to determine the access to ICT resources, the level of knowledge and skills among tutors and teacher-trainees for integrating ICT in teaching and learning activities and explore the views and opinions on the challenges facing the integration of ICT in Teachers Colleges in Tanzania Mainland. The study adopted mixed methods approach. Data were collected using interviews, focus groups, questionnaire and observation. Questionnaires were administered to 177(128 teacher-trainees and 49 tutors) respondents from two Teacher Training Colleges. Findings indicated that access to ICT resources and availability of training linked to integration of ICT in teaching and learning practices. For effective integration of ICT in teaching and learning there is a need to enhance access to ICT resources, training and re-training programmes more specifically in basic ICT skills and pedagogical integration of ICT and a favourable environment on use of ICT among tutors and the teacher-trainees.

Suggested Citation

  • Faith Shayo & Cosmas Mnyanyi, 2023. "A Competency-Based Approach to ICT Integration in Teacher Education: Perspectives from Tutors and Teacher-Trainees in Tanzania Mainland," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(7), pages 932-946, July.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:7:p:932-946
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    References listed on IDEAS

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