Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania

The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid develop...

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Autores principales:	Joel S. Mtebe, Christina Raphael
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2018
Materias:	elearning capacity development education training professional development ict educational technology higher education non-formal education Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/800596195a2a40d19afe05d2069bb3c3
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id	oai:doaj.org-article:800596195a2a40d19afe05d2069bb3c3
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spelling	oai:doaj.org-article:800596195a2a40d19afe05d2069bb3c32021-12-03T18:42:54ZEliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania2311-1550https://doaj.org/article/800596195a2a40d19afe05d2069bb3c32018-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/288https://doaj.org/toc/2311-1550The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.Joel S. MtebeChristina RaphaelCommonwealth of Learningarticleelearningcapacity developmenteducationtrainingprofessional developmenticteducational technologyhigher educationnon-formal educationTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 5, Iss 3, Pp 263-279 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	elearning capacity development education training professional development ict educational technology higher education non-formal education Theory and practice of education LB5-3640
spellingShingle	elearning capacity development education training professional development ict educational technology higher education non-formal education Theory and practice of education LB5-3640 Joel S. Mtebe Christina Raphael Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
description	The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.
format	article
author	Joel S. Mtebe Christina Raphael
author_facet	Joel S. Mtebe Christina Raphael
author_sort	Joel S. Mtebe
title	Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
title_short	Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
title_full	Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
title_fullStr	Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
title_full_unstemmed	Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
title_sort	eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in tanzania
publisher	Commonwealth of Learning
publishDate	2018
url	https://doaj.org/article/800596195a2a40d19afe05d2069bb3c3
work_keys_str_mv	AT joelsmtebe elicitinginserviceteacherstechnologicalpedagogicalcontentknowledgefor21stcenturyskillsintanzania AT christinaraphael elicitinginserviceteacherstechnologicalpedagogicalcontentknowledgefor21stcenturyskillsintanzania
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Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania

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