Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania

Authors

  • Joel S. Mtebe University of Dar es Salaam, Tanzania
  • Christina Raphael University of Dar es Salaam, Tanzania

DOI:

https://doi.org/10.56059/jl4d.v5i3.288

Abstract

The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions.  The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.

Author Biography

Joel S. Mtebe, University of Dar es Salaam, Tanzania

Lecturer of Computer science and eLearning

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Published

2018-11-19

How to Cite

Mtebe, J. S., & Raphael, C. (2018). Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania. Journal of Learning for Development, 5(3). https://doi.org/10.56059/jl4d.v5i3.288

Issue

Section

Research Articles
Received 2018-03-11
Accepted 2018-07-21
Published 2018-11-19