English language teaching and whole school professional development in Tanzania

Dominic Wyse, Ciaran Sugrue, Alicia Fentiman and Seonghye Moon

International Journal of Educational Development, 2014, vol. 38, issue C, 59-68

Abstract: This paper reports a two-year in-depth qualitative enquiry into English language teaching in a typical primary school in an economically disadvantaged ward of Dar es Salaam, Tanzania. The research found that modest but significant changes to teachers’ pedagogy, practice and understanding of the teaching of English could be achieved. One of the most important changes was the teachers’ increased understanding of the benefits of engaging learners in a greater range of interaction styles. Another important change was greater understanding of the importance of communicative intent and semantics in the teaching of English. The whole school approach to teacher development, including the research team's sustained engagement with the head teacher of the school, was an important context for the changes to practice.

Keywords: Teaching English; Leadership; Capacity building; Tanzania; Primary school; Pedagogy (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:38:y:2014:i:c:p:59-68

DOI: 10.1016/j.ijedudev.2014.04.002

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