Secondary School Teachers’ Beliefs about Learner-Centred Approach and their Practices in the Teaching of Kiswahili Literature in Tanzania

Abstract

Teachers’ beliefs and practices are part and parcel of components underpinning what transpires in schools and other educational organisations. The two are associated in the sense that teachers’ beliefs are a key factor that shape teachers’ practices in the classroom, and thus have a significant impact on any initiative or curriculum reform that aims to transform teaching practices. Based on that, a study was undertaken in Tanzania, to explore Kiswahili literature teachers’ beliefs in using the learner-centred approach (LCA) to teaching Kiswahili literature. Employing a qualitative research approach and a case study design, the study was conducted in Kilimanjaro and Dar es Salaam regions. Data were collected through in-depth interviews and classroom observation and were analysed through thematic lenses. The study found out that the majority (five) of Kiswahili teachers believed in using LCA, whereas one teacher believed in using teacher-centred approach (TCA), and two teachers believed in blending TCA and LCA. All teachers blended TCA and LCA practices in their teaching. The findings partly imply that, in the selected regions LCA is yet to be fully adopted in teaching. As such, there was a need for a teachers’ continuous professional development programme that may reshape teachers’ beliefs towards embracing critical self-reflection and questioning as a foundation for the full adoption of LCA in the teaching of Kiswahili literature.