Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania
Saved in:
| Title: | Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania |
|---|---|
| Language: | English |
| Authors: | Hidaya Mohammed Issa, Nilo Jayoma Castulo |
| Source: | Journal of Interdisciplinary Studies in Education. 2026 15(1):1-27. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Teaching Experience, Class Size, Public School Teachers, Teacher Characteristics, Evaluation Methods, Teaching Methods, Rural Schools, Barriers |
| Geographic Terms: | Tanzania |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | This study explores primary school teachers' professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semistructured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [Note: The page range (1-28) shown on the PDF is incorrect. The correct page range is 1-27.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508415 |
| Database: | ERIC |
| Abstract: | This study explores primary school teachers' professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semistructured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [Note: The page range (1-28) shown on the PDF is incorrect. The correct page range is 1-27.] |
|---|---|
| ISSN: | 2166-2681 2690-0408 |
