Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning
DOI:
https://doi.org/10.47941/jep.1437Keywords:
Teacher education, Teacher professional learning, Teacher educational researchAbstract
Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.
Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices.
Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning.
Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.
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