Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania
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| Title: | Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania |
|---|---|
| Language: | English |
| Authors: | Wilinski, Bethany, Nguyen, Cuong Huy, Landgraf, Jessica M. |
| Source: | Current Issues in Comparative Education. Fall 2016 19(1):6-25. |
| Availability: | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Educational Change, Teacher Education, Preschool Teachers, Longitudinal Studies, Qualitative Research, Policy Analysis, Educational Policy, Human Resources, Program Implementation, Economic Factors, Foreign Countries, Early Childhood Education, Educational Quality, Global Approach, Interviews, Focus Groups, Teacher Attitudes, Student Attitudes, Questionnaires |
| Geographic Terms: | Tanzania |
| ISSN: | 1523-1615 |
| Abstract: | Global attention to early childhood education (ECE) has led to an increased focus on ECE teacher training as a critical component of providing young children with access to high-quality ECE programs. In this paper, we ask how Tanzanian stakeholders at different levels of implementation experienced and responded to efforts to build capacity in pre-primary education (PPE) through the introduction of a new PPE diploma program. We examine how national and local stakeholders' responses to the policy were mediated by perceptions of early years teaching, economic realities, and the availability of human and material resources for PPE teacher training. We employ Weaver-Hightower's (2008) ecological approach to policy analysis to make sense of how these environments and structures intersected with the enactment of the PPE diploma program. Drawing on data from the first year of a longitudinal study that employs qualitative methodology to understand the experiences of PPE diploma students, we demonstrate how perceptions about PPE teaching, economic realities and the availability of human and material resources facilitate and constrain program implementation in ways that have implications for its success. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2017 |
| Accession Number: | EJ1128404 |
| Database: | ERIC |
| Abstract: | Global attention to early childhood education (ECE) has led to an increased focus on ECE teacher training as a critical component of providing young children with access to high-quality ECE programs. In this paper, we ask how Tanzanian stakeholders at different levels of implementation experienced and responded to efforts to build capacity in pre-primary education (PPE) through the introduction of a new PPE diploma program. We examine how national and local stakeholders' responses to the policy were mediated by perceptions of early years teaching, economic realities, and the availability of human and material resources for PPE teacher training. We employ Weaver-Hightower's (2008) ecological approach to policy analysis to make sense of how these environments and structures intersected with the enactment of the PPE diploma program. Drawing on data from the first year of a longitudinal study that employs qualitative methodology to understand the experiences of PPE diploma students, we demonstrate how perceptions about PPE teaching, economic realities and the availability of human and material resources facilitate and constrain program implementation in ways that have implications for its success. |
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| ISSN: | 1523-1615 |
