Transforming Rural Teaching
Teacher Educators and Pre-service Teachers’ Perspectives on Transformative Curriculum and Pedagogy
DOI:
https://doi.org/10.47381/aijre.v34i1.696Keywords:
pre-service teachers, transforming, rural teaching, curriculum, pedagogyAbstract
This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers’ openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy.
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Copyright (c) 2023 Blandina Daniel Mazzuki, Sarah Vicent Chiwamba
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