Preparing secondary school science teachers for learner-centered teaching in Tanzania’s Teacher Training Colleges: Educators’ perceived challenges and perspectives

Abstract

This study explored learner-centered science teaching approaches that eight science-teacher educators from two teacher education colleges in Tanzania, consider when teaching their students, and the challenges encountered when attempting to implement these approaches. We used a semi-structured interview to collect data which we analysed interpretively.  Our findings revealed that the aspects of learner-centered pedagogy, such as engaging student teachers in practical work and discussion, and linking classroom science to the real world, were insufficiently considered by the teacher educators in the teacher colleges studied. The challenges and or difficulties that the teacher educators in these colleges perceive to impede the implementation of learner-centered science teaching in teacher education and as well as the possible approaches that can support the implementation of learner-centered science teaching in such colleges are discussed.