TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOLS: HISTORY TEACHERS’ PERCEPTIONS AND EXPERIENCES IN KIGOMA REGION, TANZANIA

Adam Namamba, Congman Rao

Abstract


This study examined History teachers’ perceptions and experiences on teaching and learning history in secondary schools in Kigoma region in Tanzania. The study focused on teachers’ perceptions of significance of teaching and learning History, teaching methods, perception of how students learn history, perception of learnability of History, and perceived challenges. About fifteen history teachers from seven secondary schools were involved. Data were collected through semi-structured interviews. The data were analysed using content analysis method. The findings indicated that the teachers highly perceived History as an important subject in secondary school education. They acknowledged the use of both teacher-centred and learner-centred teaching methods in teaching History, with more use of teacher-centred methods. Teachers highlighted various challenges to history teaching and learning in their schools. These include shortage of teaching and learning materials, use of English as the medium of instruction, lack of professional development opportunities and examination oriented teaching. It is recommended that educational authorities give priority to in-service teacher education and professional development and ensure availability of teaching and learning materials in schools.

 

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teachers’ perceptions and experiences, history teaching and learning, secondary education, Tanzania

References


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