From Training Model to the Community of Practice Model for Teacher Professional Learning in Tanzania: A Review of the Literature

Abstract

Teacher professional development (TPL), supervised by the Ministry of Education and Vocational Training, is vital for improving educational outcomes in Tanzania. This analysis scrutinizes the present state of TPL in Tanzania, emphasizing the responsibilities of diverse stakeholders and investigating various paradigms and models of professional development. Although conventional methods like workshops and seminars continue to be widely used, an increasing number of individuals acknowledge the importance of shifting to more efficient frameworks, specifically community of practice-based approaches. The significance of harmonizing TPL with the practical requirements of classroom instructors and cultivating ongoing cooperation and support among relevant parties is underscored in the review. The community of practice model is a potentially effective strategy that allows educators to participate in continuous, situationally appropriate learning experiences while receiving assistance and input from colleagues and authorities. The transition from training-oriented to practice-oriented learning underscores educators' critical role in determining their professional growth. Moreover, by capitalizing on technological infrastructure and communication networks, one can access prospects for autonomous professional growth, irrespective of geographical constraints. Nonetheless, for the successful implementation of TPL programs, effective collaboration among stakeholders, including the Ministry of Education, school administrations, and community organizations, is essential. To ensure coherence and efficacy, explicit standards and guidelines are required, in addition to ongoing monitoring and evaluation to determine program impact and pinpoint areas that need enhancement. This critique proposes that TPL in Tanzania be re-evaluated and restructured to accommodate the changing requirements of educators and students. Tanzania can enhance educational outcomes and student success by fostering a culture of ongoing professional development and learning among its teaching staff by adopting community-driven, practice-based methodologies and providing sufficient resources and support.