Teacher Preparation For Implementation Of Play- Based Curriculum In Pre-Primary Schools In Tanzania

ABSTRACT

One of the key determinants of quality Early Childhood Education (ECE) is high quality teacher training. This study assessed teacher preparation for implementation of play-based curriculum in pre-primary schools in Tanzania. The study took place in two teacher colleges found in Dodoma and Lindi regions. The study was guided by Socio-Cultural Theory by Vygotsky and involved 32 informants, i.e. student teachers (n=18), tutors (n=10), college principals (n=2) and ZCIs (n=2) who were selected purposively. Using the exploratory and explanatory design, it deployed a qualitative approach supported by some elements of quantitative approach. Data were collected through semi-structured interviews, Focus Group Discussion (FGD), observation and documentary analysis. The collected data were analyzed using thematic and content analyses. The study established that there was a synergy between the early childhood teacher preparation curriculum and the pre-primary education curriculum on one hand, and on the other hand, both curricula drew much of the knowledge in ECE including a focus on play and socio-cultural relevancy. Play was found to be the primary mode for child’s learning and towards meeting full potentials. The early childhood teacher preparation programme faced several challenges associated with lack of preparation in terms of teaching force, teaching and learning materials as well as teaching and learning environment. The study concluded that although the government may have positive views about having quality early childhood education, these views cannot be effectively implemented if teacher preparation does not receive necessary support and resources. Thus, it is recommended that the government should ensure that there are enough facilitation inputs in order to have quality early childhood teacher education for successful implementation of play-based curriculum.