The Contribution of School-Based Teacher Professional Development to Learner-Centred Pedagogical Practices in Secondary Schools in Tanzania

Abstract

Abstract
The study investigated how school-based teacher professional
development (SB-TPD) contributes to learner-centred pedagogical
(LCP) practices in secondary schools in Tanzania. The study employed
a mixed-methods research approach and a convergent-parallel
design in collecting and analysing data from a sample of 111 teachers
participating in the Probono Teacher Training (PTT) Programme in
Kilimanjaro and Dar es Salaam regions. The study revealed that the
PTT Programme contributed to the improvement of the application of
learner-centred teaching (LCT) techniques, improvisation of teaching
aids, and laboratory management practices. It also contributed to the
active participation of students in group discussions and laboratorybased
experimental activities. It was, therefore, the conclusion of the
study that SB-TPD contributes significantly to the improvement of
LCP in secondary schools.
Keywords: engagement in learning, learner-centred pedagogy,
professional development