Influence Of Learner-Centered Teaching Approach Inteacher Preparation: The Case Of Diplomain Primary Teacher Education In Zanzibar

ABSTRACT

The study reports the findings of “Influence of Learner-Centered Teaching Approach

(LCTA) onteacher preparation in Diploma in Primary Teacher Education in

Zanzibar”.Applying qualitative and quantitative approaches, the study sought to

respond to the major research question: How does learner-centered teaching

approach influence teachers‟ preparation in Zanzibar? From this main question, there

are three sub questions: (a) towhat extent has learner- centered teaching approach

influenced teacher preparation in Zanzibar? (b) What are the teachers‟ perceptions on

learner-centered teaching approach? (c) What challenges do teachers encounter in

using learner-centered teaching approach in their classrooms?

Data were collected using questionnaires, classroom observation, interview and

documentary review[the teaching portfolios of teachers were reviewed]. Data were

analyzed on specific meaning pattern that emerged from cases. Themes were

developed by comparing and contrasting meaning patterns within and across the

case. Findings reveal that teachers have positive perceptions about the use of leanercentered

teaching approach in teaching and learningprocess. Challenges including

the following:large class sizes, overloaded syllabi, lack of relevant teaching and

learning resources, sporadic in-service professional development of teachers and

tutors. All these hinder the use of LCTA in classrooms. In addition, classroom

observation revealed that, the majority of teachers using chalks and boards in

facilitating student learning.

It is recommended that efforts should be taken by theMinistry of Education, Science

and Technology to address these challenges.This can be done by allowing

teachersand tutorsto use LCTA in teaching and learning processes in primary schools

in Zanzibar and in Tanzania at large.