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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
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  Data: Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Comparative+Education%22"><i>Current Issues in Comparative Education</i></searchLink>. Fall 2016 19(1):6-25.
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 6
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Qualitative Research
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      – SubjectFull: Economic Factors
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Educational Quality
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      – SubjectFull: Global Approach
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      – SubjectFull: Interviews
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      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Tanzania
        Type: general
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      – TitleFull: Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania
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