The role of teachers' implicit social goals in pedagogical reforms in Tanzania

• Published in: Oxford review of education 2023-01, Vol.49 (1), p.10-28
• Main Authors: Jukes, Matthew C. H., Mgonda, Nkanileka L., Tibenda, Jovina L., Sitabkhan, Yasmin
• Format: Article
• Language: English
• Subjects: Active Learning; African Languages; Agrarian society; Agricultural Production; Barriers; Classrooms; Conformity; Cooperation; Cooperative Learning; Cultural Context; Cultural Influences; Cultural values; Culture; Decision Making; Decisions; Development programs; Educational Change; Educational Objectives; Ethics; Faculty Development; Foreign Countries; History; Learning Activities; Literacy Education; Objectives; Pedagogy; Professional Autonomy; Professional development; Professional training; Reforms; Rural Areas; Social goals; Social Influences; Social reform; Sociocultural factors; Students; Tanzania; Teacher Attitudes; teacher professional development; Teacher Student Relationship; Teachers; Teaching; Teaching Methods; Teams; Vignettes
• ISSN: 0305-4985; 1465-3915
• DOI: 10.1080/03054985.2022.2093178

Pedagogical reforms in sub-Saharan Africa have often been unsuccessful, arguably because they fail to account for the social and cultural context of teachers' choices. Two studies in rural Tanzania examined the pedagogical decisions of teachers taking part in a programme of teacher professional development. Teachers reflected on their own decisions to conduct teaching activities, which were observed by the research team, and on the decisions taken by teachers in vignettes. Results suggested that pedagogical decisions were influenced by the social goals of togetherness, cooperation, and fairness. Pedagogical choices were also influenced by the need to avoid embarrassing students and to address conformity among student responses and students' lack of confidence in addressing teachers. The findings broadly support the hypothesis that Tanzanian teachers pursue implicit social goals in their classroom, some of which are associated with the culture of historically agricultural societies. Teachers may be resistant to new pedagogies which do not support these social goals. Rather than seeing cultural values as 'barriers', we argue that teacher professional development programmes, particularly for early years education, should design teaching activities which are consistent with the culturally shaped social goals of teachers while remaining true to the learning goals of those activities.