THE OPEN UNIVERSITY OF TANZANIA
FACULTY OF EDUCATION
PROGRAMME SPECIFICATION
PRO FORMA
BACHELOR OF EDUCATION – TEACHER EDUCATOR
(B.ED TE)
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INTRODUCTION
This is an undergraduate degree programme geared towards preparation of teacher educators functioning as trainers,
supervisors and managers of the education process. The programme takes into consideration the need for curriculum
and teaching which recognize the need for classroom practice and organizations, theories and models of teaching and
learning which allow learners as active participants and critical inquirers in the learning process. Thus it exposes the
required skills and competences to current and future trainers of teachers, school and educational programme
inspectors and managers charged to ensuring effective schooling process.
Currently the programme is taught by the academicians in the relevant fields of education including Dr. Sydney Mkuchu,
Dr. Josephine Yambi, Mr. Felix Mulengeki, Ms. Mary Ogondiek, Ms. Sura Ngenzi, Mr. Huniye Mdonya and Ms. Jesse
Lukindo (Curriculum and Instructions), Prof. Ezra Maritim and Dr. Vincent Lema (Educational Psychology), Dr C.
Muganda and Mr. Thadei Mwereke (Foundations of Educations), Dr. Honoratha Mushi and Dr. Michael Ngumbi ((Adult
and Distance Education), and Prof. Emanuel Babyegeya and Mr. R. Ngonge (Educational Policy and Management).
The details of the programme are hereunder.
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PROGRAMME SPECIFICATION PRO-FORMA
1.0 GENERAL INFORMATION
Programme Title:
Final Award:
Exit Award:
Awarding Body:
Approval Date:
Faculty:
Host Department:
B. Ed TE
Bachelor Of Education –Teacher Educator
Advanced Diploma in Education – Teacher Educator
The Open University of Tanzania
Education
Curriculum and Instructions
1.1
RATIONALE
The Open University of Tanzania (OUT) is deeply committed to the values of egalitarianism and critical liberal
democracy: diversity, equity, peace, respect and social justice for all people. It is the intention of the Open University of
Tanzania and its graduates to contribute to the building of a healthy nation and world. To do so, B. Ed teacher
educator programme recognizes the need to prepare our teacher educators to understand the particular needs of
different groups of learners, including learners with disabilities and the ‘gifted’, learners of different age groups etc. The
programme cultivates a nurturing learning environment that values and respects the whole human person and enables
the student teacher educators to mature intellectually, emotionally and spiritually. As trainers, graduates of B. EdTeacher Educator programme are exposed to different approaches, methods, skills, values and competences required
by teachers of learners with different needs, from different age groups and different nationalities.
1.2
PHILOSOPHY
The Bachelor of Education – Teacher Educator (B. Ed-T.E) program aims to develop professional teacher educators
who will have specific knowledge and skills in the following areas: educational (history, sociology, philosophy,
psychology); teaching (methods, strategies, media and assessment); curriculum (aims, goals, objectives and content);
planning and administration (policy, planning and management of education) to prepare them to become tutors in
different training institutions, inspectors and education managers at various levels of education systems. The
programme provides a strong balance of theoretical studies in education and practicum studies.
1.3 STUDENT PROFILE
The programme aims at teachers holding diplomas in education, adult education, community education and Education
Management. Entry requirements are as follows: O-level with at least five passes or three credits plus a certificate in
Teacher Educator of the Open University of Tanzania, or a qualifying test of a recognized University OR a Diploma in
Education, a Diploma in Adult Education and other related fields. Age, gender, disability or special needs are not a
hindrance to anybody joining the programme.
As well as preparing teacher educators for a range of careers open to them, B.Ed - TE helps meet the current and
emerging need for well-qualified and competent teaching and delivery of classroom instructions. As such, BED - TE
provides opportunity to develop careers in teacher training and educational programme supervision and management.
Graduates are expected to work as tutors in teacher training institutions, school inspectors and education managers at
district and regional levels.
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2. EDUCATIONAL AIMS OF THE PROGRAMME
The overall objectives of the B.Ed TE are to prepare student teachers who major in the field of Teacher Education. The
programme is designed to prepare teacher educators as facilitators of teacher training and efficient delivery of
classroom instructions. B.Ed - TE programme offers a wide array of courses that introduce students to theory and
practice of teaching and learning in general, and the principles of curriculum theory and practice, classroom practice
and organization, theories and models of teaching and learning and introduction to critical practitioner inquiry in
particular. The programme offers an opportunity to student teacher educators to explore a variety of issues related to
the foundations on which Teaching and Learning are built. In addition, they have the opportunity to develop knowledge
skills and attitudes specific to designing and facilitating teaching and learning. Thus, specific objectives of the B.Ed TE are that student teacher educators should be able to:
Demonstrate professional qualities including being knowledgeable, resourceful, dependable, creative,
organized, committed and high standard personal integrity.
Develop strong and appropriate communication skills, critical awareness of classroom teaching and
learning, management and problem solving skills.
Develop strong scholarship ability in understanding of global perspectives in education and design and
delivery of classroom instructions.
Develop reflective teaching practice; and nurture collaborative working relationships with colleagues,
senior educators and mentors.
Develop values of respect and honesty in engaging with the views of others in public settings.
Develop knowledge, skills and attitudes in the designing, developing, managing and evaluating
educational programmes and projects.
3. INTENDED LEARNING OUTCOMES
This programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills,
qualities and other attributes in the following areas:
3A Knowledge and Understanding
On completing the programme students can be expected to:
A1 have a strong understanding of curriculum theory and practice, classroom practice and organization, theories and
models of teaching and learning and competence in critical practitioner inquiry.
A2 have developed positive understanding and accumulated knowledge in approaches, methods and techniques to
effective teacher training, monitoring and management of education programmes.
A3 be able to demonstrate understanding of learning needs for student teachers and teachers currently in the field.
A4 have an understanding of the relationships between the teaching profession and social development and how
effective teaching and learning can enhance development of other professions and sectors;
A5 have developed knowledge and understanding of research and evaluation in the field of education
3B Intellectual Skills
On completing the programme students can be expected to have the ability to:
B1 identify, simplify, and apply curriculum, teaching and learning principles in analyzing and designing learning
environments for student teachers;
B2 identify and apply appropriate research and evaluation method in education
B3 identify and apply principles and skills fostering teacher professional development.
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B4 identify and apply planning and managerial skills in an education setting
3C Professional/ Practical Skills
On completing the programme students can be expected to have the ability to:
C1 conduct needs assessment using appropriate methods of assessing learning needs
C2 use a range of specific types of teaching methods and support strategies to facilitate learning;
C3 effectively use of research and evaluation skills in delivery of classroom instructions;
C4 design programmes, projects and courses for teachers and student teachers;
C5 design pre-service and in-service teacher training programmes using appropriate technologies;
C6 work with teachers and student-teachers to identify, design and implement teacher training programmes.
3D
Transferable/ Key Skills
On completing the programme students can be expected to have the ability to:
D1
participate constructively in designing and execution of teacher training programmes;
4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS
4.1 Programme Structure
The programme is divided into three parts namely: Foundation and General Courses (14 units), Specialization
courses, i.e. Teacher Educator (6 units) and teaching subject chosen by the student (16 Units). In that for a student to
be awarded a B.Ed TE of The Open University of Tanzania has to complete a total of 36 Units.
4.2 Programme content
The contents in this degree programme are divided into three parts as shown in the diagram below. The programme
also has three interconnecting types of courses. These are foundation and general courses, teacher educator courses
and the teaching subject courses. The first two are offered from the Faculty of Education and the rest is chosen by the
student from other partner faculties, i.e. FASS, FSTES or FBM. Foundation and general courses are taken from the
different departments of the Faculty of Education while all specialization courses are offered from the department of
Curriculum and Instructions.
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B.ED (TE)
Foundation and
General Courses (14Units)
COURSE CODES
OEP 101, OEF 101, OEF
102, OEI 101, OCP 100,
OFC 017, OEM 201, OEI
208, AND ONE
METHODOLOGY COURSE
SELECTED BY THE
STUDENT FROM THE OEI
201 – OEI 207 RANGE
Course
Code
Level 1
OEP 101
OEF 101
OEF 102
OE1 101
OCP 100
OFC 017
Level 2
OEM 201
OEI 208
OEI 210
OEI 201
OEI 202
OEI 203
OEI 204
OEI 205
OEI 206
OEI 207
One teaching subject
(16- Units)
Specialization
(6- Units)
COURSE CODES
OET 301, OET 302, OET 303,
OET 304, OET 305 AND OET
306.
SELECTED BY THE
STUDENT IN A
RESPECTIVE
FACULTY
Course Title
Units
Educational Psychology
Philosophy of Education and Teaching
History and Sociological Aspects in Education
Curriculum Development and Evaluation
Introduction to Computer
Communication Skills
Plus Five course units From teaching subject
2
2
2
2
1
1
5
Educational Management and Leadership
Teaching Practice
Teaching Methods for Adult Learners
Plus 1 of the following methods courses
Teaching Methods for Physical Sciences
Teaching Methods for Life Sciences
Social Sciences Teaching Methods
Languages Teaching Methods
Economics and Business Studies Methods
Teaching Methods for Applied Sciences
Teaching Methods for Mathematics
2
2
2
2
5
TCU
Level
Degree
OEI 209
Level 3
OET 304
OET 305
OET 306
OET 301
OET 302
OET 303
Education Teaching Methods
Plus Six course units from a teaching subject
6
Introduction to Critical Inquiry
Field Study
Teaching and Classroom Interaction
Electives
Curriculum Theory and Practice
Classroom Practice and Organization
Theories and Models of Teaching and Learning
Five unit courses from a teaching subject
2
2
2
2
2
2
5
3.2 Programme Content (B.Ed-TE)
Course code: OEI 101
Course Title: Curriculum Development and Evaluation.
Course Description
Curriculum development and Evaluation is a foundation and basic course to student teachers, exposing them to
important issues and basic matters in teaching and learning processes. It is a foundation course to all level teachers
as it gives them the ability and potential in instructional designing, content presentation and evaluation of teaching and
learning processes.
The course exposes student teachers into important curriculum matters (elements, sources, development, designing,
evaluation and implementation of curriculum), application of media and technology in education, measurement and
evaluation in learning, different teaching and learning theories, as well the use of statistics in teaching and learning
settings. It is divided into three sections which are sub-titled Curriculum development, Educational Media and
Technology, Teaching and Learning Theories, and Statistics and Evaluation in Education.
Course Objectives
Curriculum development and Evaluation as a foundation course to student teachers has important ten objectives:
1) To understand the meaning of various terms in curriculum, educational technology, teaching and learning
theories as well as in measurement and evaluation.
2) To understand the basic elements of a curriculum, factors for curriculum development as well as different
designs of curriculum.
3) To be aware with curriculum change and innovation.
4) To understand the principles involved in curriculum development, implementation and evaluation.
5) To understand the concepts and theories of media and technology as applied in education settings.
6) To understand the concepts of teaching and learning resources as applied in curriculum.
7) To understand the application of different teaching and learning theories in the teaching profession.
8) To understand evaluation and measurement in teaching and learning process
9) To understand the application of statistics in the teaching and learning processes.
Learning Outcomes
At the end of the course, students should be able to:
1. Define important concepts relating to curriculum, evaluation, and educational statistics.
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2. Explain and apply different theories of media, communication and technology in teaching and learning
process.
3. Discuss elements of curriculum planning and factors influencing curriculum development.
4. Use different teaching and learning theories in school settings.
5. Measure and evaluate teaching and learning process.
6. Should be able to apply principles of curriculum development, implementation and evaluation in teaching and
learning process.
7. Measure, interpret and evaluate the learning process.
8. Use statistics in the interpretation of teaching and leaning process.
Course Content
The content of this course is divided into four sections of curriculum development, Educational Media and Technology,
Teaching and learning theories, and Statistics and Evaluation in Education.
Section 1: Curriculum Development
Topic 1: The concept of curriculum and curriculum development with the following sub-topics:
Meaning of curriculum and curriculum development;
Elements of curriculum and sources of curriculum development; and
Curriculum designs.
Topic 2: Principles of curriculum implementation and evaluation will have the following sub-topics:
Meaning of curriculum evaluation and purpose of curriculum evaluation.
Types and phases of evaluations process;
Meaning of curriculum implementation;
Resources/Factors needed in curriculum implementation; and
Factors hinder curriculum evaluation and things to consider in implementing curriculum.
Topic 3: Curriculum change and innovation with the following sub topics:
Meaning of curriculum change and innovation;
Factors influencing curriculum change and innovation; and
Curriculum change in implementing innovations.
References
Asiachi, A.J and Okech, J.G. Curriculum Development. Nairobi: University of Nairobi: Nairobi.
Byrnes, J.P. (2001). Cognitive Development and Learning in Instructional Context.
Gronlund, N. E (1985), Stating Educational Objective for Classroom Instruction,
Macmillan, New York
Print, M. (1991). Curriculum Development and Design, Allen and Unwin: Sydney
Sigalla, J. R. (2003): Curriculum Development. The Open University of Tanzania: Dar es Salaam.
Taba, H. B (1962) Curriculum development: Theory into Practice. Harcourt –Brace and World: New York.
Tanner, D and Tanner L. N (1980).Curriculum Development: Theory into Practice. Macmillan Publishing Co., New
York.
Tyler, R. W. (1949). Basic principles of Curriculum and Instruction, University of Chicago Press: Chicago.
Wheeler, D K. (1967) Curriculum Process, University of London Press Ltd: London
Section 2:
Educational Media And Technology
Topic 1: Educational technology and its influence in education with the following sub-topics:
Meaning of educational technology
Categories of educational technology
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Roles of educational technology in teaching and learning.
Topic 2: Communication and Media in education with the following sub topics:
Meaning of communication and media
Communication process and its elements
Theories of communication
Success and barriers of communication
Types of media, functions and important of media in education settings.
Forms of media in teaching and learning.
Topic 3: Teaching and learning resources with the following sub-topics
Meaning of teaching and learning resources
Resource centres and important equipments.
Function and management of resource centre.
References
Bornmann, E. (1980) Communication Theory. Hot Rinchert and Winston: New York.
Ellington, H. Percival, F. & Raxe, P. (Eds), (1993) Handbook of Educational Technology, Kogan Page: London
Lincoln, S., Theories of Human Communication, Wadworth Publishing Company:Carlifonia
Makyikyeli, N, P, S (2003). Educational media and Technology. The Open University of Tanzania: Dar es Salaam.
Molenda, R. And Russell, J., (1985), Instructional Media & Technologies of Instruction, Willey and Sons: New York
Romiszon, A. (1988), The Selection and Use of Instructional Media, London: Kogan Page
Section 3:
Teaching And Learning Theories
Topic 1: Learning Theories: Classical to Constructivism
Learning in Classical Theories
Learning as Behavioural Change
Learning as Construction of Knowledge
Topic 2: Models of Teaching
Theories and their Influence on Learning
Teaching as Imparting Vs Teaching as Empowerment of Learners
Linking in and out of school Learning
Current Efforts to Improve Teaching
References
Chi, M. T. H., & Roscoe, R. D. (2002), The process and challenges of conceptual change, In M. Limon & L. Mason
(Eds.), "Reconsidering conceptual change: Issues in theory and practice" Dordrecht: Kluwer Academic
Publishers (pp3-27)
DiSessa, A. A. (2002). “Why conceptual ecology is a good idea” in M. Limon & L. Mason (Eds.), "Reconsidering
conceptual change: Issues in theory and practice” Dordrecht: Kluwer Academic Publishers (pp. 29-60)
Elkind, D (Ed) (1980) Jean Piaget: Six Psychological Studies, Sussex: The Harvest Press
Linnebrink, E. & Pintrich, P., (2002), The Role of Motivational Beliefs in Conceptual Change. In Limon, M & Mason, L.
(Eds.) Reconsidering Conceptual Change Issues in Theory and Practice, London: Kluwer Academic Publishers
Mbunda, F., (2006) Application of Teaching and Learning Theories, Dar es Salaam: The Open University of Tanzania
Mortimer, E.F., (1995), “Conceptual change or conceptual profile change?” in Science and Education Vol. 4, pp267285.
Mtana, N., Mhando, E & Höjlund, G (Eds.) (2004) Teaching and learning in primary education in Tanzania, Morogoro:
Morogoro Teacher's College
Mtana, N., Mtavangu, A., & Kauky, A. Eds (2003) Ufundishaji unaozingatia Ujenzi wa maana, Morogoro: Morogoro
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Teachers’ College
Phillips, D.C. & Soltis, J.F., (1998) Perspectives on learning (3rd edition) New York: Teachers College Press
Posner, G.J. et al, (1982). “Accommodation of a scientific conception: Towards a theory of conceptual change” in
Science Education, Vol. 66 (2), pp211-227
White, R., (2002) “Content and conceptual change: A commentary” in M. Limon & L. Mason (Eds.), Reconsidering
conceptual change: Issues in theory and practice (pp. 291-297). Dordrecht: Kluwer Academic Publishers
Wood, D., (1998), How children think and learn (2nd edition) Oxford: Blackwell
Section 4: Statistics And Evaluation In Education
Topic 1: The concept of measurement and evaluation in teaching and learning with the following sub-topics:
Meaning of measurement and evaluation
Types of evaluation, how to measure and evaluate instructional objectives.
Validity and reliability in measurement and evaluation.
Topic 2: Tools of Measurement with the following sub-topics
Tools of Measurement
Concept of testing and types of testing
Planning and test construction using:
Tables of specification
Bloom’s taxonomy of educational objectives
How to interpret test
Topic 3: Statistics in education with the following sub-topics:
Meaning of statistics
Measurement of centre tendencies
How statistics help in test interpretation
References
Babyegeya E. B.N.K., (1998), Test and Measurements, The Open University of Tanzania: Dar es Salaam.
Bloom, B.S., Madaus G. J. & Hastings J.T (1981) Evaluation to improve Learning, McGraw Hill: New York
Gronlund, N.E., (1988), How to Construct Achievement Tests, Prentice Hill, Englewood Cliffs
Klien, P., (1986). A Handbook of Test Construction, Methuen: London
Lin, R.L., (1986), Educational Measurement, Macmillan: New York
Thorndike, R.L., and Hagen, E. P (1977), Measurement and Evaluation in Psychology and Education, John Wiley
and Sons: New York
Course Evaluation
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained from the
course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall
Ticket (EHT) for sitting the annual examination.
A final/annual exam - 70%.
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Course code: OEP 101
Course Title: Educational Psychology.
Course Description
The course gives a short history of psychology and educational psychology and explains the major theories of learning
and development, with an emphasis on applications of the theories in teaching. Other topics include individual and
group differences, instructional systems, motivation, teacher behaviour, classroom management, learning assessment
and other applications of psychology to education. The course will be delivered through lecture modules and students’
activities.
Objectives of the Course
At the end of the course the student should able to:
• Recognize types of learning and in their applications;
• Interpret and analyze research studies;
• Identify the various characteristics of students in schools;
• Give guidance to students on learning;
• List and identify characteristics of a competent teacher;
• Demonstrate skills of measuring and evaluating teaching/learning processes.
Learning Outcomes
• Meet the prerequisite of OUT degrees in Education;
• Facilitator of effective classroom learning;
• Construct and administer of learning assessment instruments;
• Give consultations on effective learning strategies;
• Give consultations on effective teaching strategies;
• Give constructive critiques on Educational psychology studies and articles.
Course Content
Topic One: Introduction to Psychology
Objectives
After learning this topic a student should be able to:
• Define psychology
• Describe the main objectives of psychology
• Narrate a brief history of psychology
• Describe the main branches of psychology
Sub-topics
• Definition of Psychology
Scientific study of behaviour and mental processes
Main areas of psychology
• Objectives of psychology
Describe how behaviour
Understand the cause of behaviour
Predict how will behave in certain conditions
Control i.e. influence behaviour
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•
•
•
History of Psychology
Structuralism
Functionalism
Behaviourism
Gestalt’s
Branches of Psychology
Developmental Psychology
Social Psychology
Cognitive Psychology
School Psychology
Experimental Psychology
Counseling Psychology
Suggested Readings
OUT Study Material: OED 103 General Psychology
Introduction to Psychology textbooks
General Psychology text books
Topic Two: introduction to Educational Psychology (Definition and History)
Objectives
After learning this topic a student should be able to:
• define Educational Psychology
• narrate a brief history of Educational Psychology
• state the main objectives of Educational Psychology
Sub-topics
1. Definition of educational psychology
Field in psychology that focuses on understanding teaching and learning in educational setting (Schools and
institutions of learning)
2. Objectives (Functions) of educational psychology
• Understanding the nature and principles of learning.
• Design strategies for guidance in learning
• Provide a foundation for methods and specific skills of teaching.
• Provides the teacher with the skills to identify individual processes and traits.
• Train teachers to recognize of external factors in the control of teacher
3. History of Educational psychology
• Started just before the beginning of 20th century in America
• William James published a book and gave lectures on the application of psychology in educating
people.
• John Dewey major figure on practical application of psychology and viewed a child as an active
learner.
• Edward Thorndike emphasis on scientific approach to learning and use of assessment and
measurements.
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• Behaviorism focused on determining the best conditions for learning.
• Contribution of other fields and theories
4 Suggested Readings
schools-wikipedia.org/wp/e/Educational_psychology.
psychology.about.com/od/educationalpsychology/f/...
Topic Three: Research in Educational Psychology
Objectives
After learning this topic a student should be able to:
• Describe and identify the components of laboratory experiments
• Describe and identify randomized field experiments
• Describe and identify single-case study.
• Describe Correlational study.
• Define descriptive research and action research.
Sub-topics
1. Experimental Research:
Controlled Environment (Laboratory)
Determine cause-effect relationships
Manipulation of one variable
2. Field Trip:
Natural Setting
3. Single Case Study:
Single individual
4. Correlational study:
Determine if relationship between variable exist; if it exist positive or negative
5. Descriptive Study:
Determines the current status of the condition or problem
Surveys, questionnaire, interviews, observations
6. Action Research:
7. Suggested Readings
www.experiencefestival.com/a/Educational_psychology
research-education-du.blogspot.com/2008/11/education
Santrock, John W. (2004) Educational Psychology 2nd Ed. Appendix
Topic Four: Development of a Child
Objectives
After learning this topic a student should be able to:
• Identify hereditary and environmental factors which underlie learning ability
• Distinguish between continuous and discontinuous theories of development.
• Describe the physical, cognitive and psychosocial development of school children.
• Identify the diversity in the classroom.
Sub-topics
1. Role of heredity and environment development on individual’s learning:
Potentials determine by heredity
Influence of environment on heredity; enhancements and determents
2. Continuous and discontinuous theories of development
3. Development of physical development during childhood
4. Cognitive development during childhood
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Four stages of cognitive development proposed by Piaget
Language development
5. Socio-emotional (psychosocial) development during childhood
Erickson’s psychosocial stages (Early to Adolescent Years)
6. Development of self
7. Suggested Readings
• Child Development textbooks
• Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter One and Chapter Two.
• Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective
Teaching, Effective Learning. Read Section One.
Topic Five: Learning Theories in Teaching
Objectives
After learning this topic a student should be able to:
• Explain the Piaget’s theory.
• Describe the theory proposed by Vygotsky.
• Behavioral Theories of Learning
• Outline the major principles of observational learning.
• Compare and contrast the different theories of intelligence.
Sub-topics
1. Piaget’s theory
2. Classical conditioning
Pavlov
Unconditioned stimulus, unconditioned response, neutral stimuli, and classically conditioned
response
3. Operant conditioning
Skinner
Primary reinforcer, secondary reinforcer, positive reinforcer, and negative reinforcer
Premark’s principle
Four schedules of reinforcement
Punishment
4. Social cognitive learning
Albert Bandura
Modeling
5. Theories of intelligence
6. Suggested Reading
psychology.wikia.com/wiki/Learning_theory_(education)
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective
Teaching, Effective Learning. Chapter Six and Chapter Seven
Topic Six: Motivation and Learning
Objectives
After learning this topic a student should be able to:
• Define motivation as it applies to education.
• Describe Maslow's human needs view of motivation.
• Describe attribution theory
• Explain expectancy theory and achievement motivation in school.
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• Explain methods leading to high level of motivation in students.
Sub-topics
1. Definition of motivation
Extrinsic and intrinsic motivation
Teacher expectations
2. Maslow’s Needs Hierarchy
3. Weiner’s Attribution
Causal Attributions (Locus of control)
Mastery Motivation
4. Expectancy theory and achievement motivation in school
5. Strategies for rewarding performance, effort and improvement
6. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Nine.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective
Teaching, Effective Learning. Chapter Thirteen
Topic Seven: Attitudes and Culture and School learning
Objectives
After learning this topic a student should be able to:
• Describe attitudes and theories relating to attitude formation
• Illustrate the relationship between attitude and culture
• Describe the effects of attitude and culture on school learning
Sub-topics
1.
attitude: concepts and definition; and functions
2.
Attitude formation
– Classical conditioning
- Instrumental conditioning
-Observational learning
3.
Attitude change - theories of attitude change
4.
Cultural factors – cultural values
5.
The role of attitudes in learning
6.
Suggested Readings
Baron, R.; Byrne, D. & Branscombe, N. (2006) Social Psychology (11th Ed)
en.wikipedia.org/wiki/Attitude_(psychology)
Chapter Four.
Topic Eight: Cognitive Processes in Learning
Objectives
After learning this topic a student should be able to:
• Define and describe sensory register, short-term (working memory) and long-term memory and explain their
roles in memory.
• Describe information processing and identify factors affect the retaining and forgetting of information.
• Distinguish between episodic, semantic and procedural memory.
• Define "cognitive teaching" and identify strategies teachers can use to make learning relevant to students'
prior experience.
Sub-topics
1. Memory:
Encoding
Storage (SR; STM; LTM)
2. Retrieval:
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3. Memory strategies for paired associate learning, serial learning and free recall learning:
4. Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Seven.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective
Teaching, Effective Learning. Chapter Eight
Topic Nine: Thinking Skills and Problem Solving
Objectives
a. After learning this topic a student should be able to:
b. Define and describe thinking, reasoning, critical thinking and decision making.
c. Identify characteristics of creativity
d. Outline obstacles and key strategies for problem solving.
e. Illustrate how to teach problem solving and critical thinking.
Sub-topics
1 Thinking definition of thinking and reason
Bloom’s Taxonomy
Critical thinking
Decision making
Creativity
4.2.1 Problem solving
4.2.2 Strategies for problem solving
4.2.3 Obstacles for problem solving
4.2.4 Developing critical thinking problem solving skills among students
4.2.5 Suggested Readings
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eight.
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective
Learning. Chapter Nine, Eleven.
Topic Ten: Individual Variations and Needs
Objectives
After learning this topic a student should be able to:
• Describe variations in intelligence
• Identify and compare learning and thinking skills
• Describe variations in personality and temperament
• Explain what at-risk students are and describe the prevention programs that serve students at-risk.
• Summarize the effectiveness of various individualized instruction programs.
Sub-topics
1. Variations in Intelligence
2. variations in personality and temperament
3. At-risk students
• Prevention programmes
4. Individualized Instruction programmes
5. Summary
6. Suggested Readings
i) Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Four.
ii) Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching,
Effective Learning. Chapter Four.
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Topic Eleven: Exceptional Learners
Objectives
After learning this topic a student should be able to:
• Explain what is meant by exceptional students.
• distinguish the terms handicap and disability,
• List the characteristics of students with learning disabilities.
• Describe the teacher's role in dealing with students with disabilities
• List the characteristics of gifted and talented children.
• Critically evaluate the concept and practice of inclusion.
Sub-topics
1. Definition of exceptional students
• Handicap and disability
2. Learning Disability
• Characteristics of students with learning disabilities
• Teachers role in dealing with students with learning disability
3. Gifted and talented children
• Dealing with exceptional and talented students
4. Concept and practice of inclusion
5. Suggested Readings
• Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Five.
• Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology:
Effective Teaching, Effective Learning. Chapter Six.
Topic Twelve: Teaching Models
Objectives
After learning this topic a student should be able to:
• Describe different models of Teaching
• Describe Teacher influence on the learner
• Demonstrate the effectiveness features of a teacher
Sub-topics
1. Learning dimension in relation to teaching models
2. Behavioural systems – Direct Instruction
Mastery Learning
3. Information-processing approaches- Inquiry training
Concept attainment
Intellectual Development
4. Personal Development –Facilitative
5. Teacher influence on the learner
6. Suggested Readings
4.2.5.1 Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter Thirteen.
4.2.5.2 Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology:
Effective Teaching, Effective Learning. Chapter Thirteen
Topic Thirteen: Assessment of Learning
Objectives:
16
After learning this topic a student should be able to:
• Describe the components of instructional objectives.
• Perform a task analysis on a complex skill of your choice.
• Identify and apply the six levels of Bloom's taxonomy.
• Explain the functions of evaluations.
• Develop a table of specifications for test using.
• Identify the advantages and disadvantages of true/false, multiple-choice, completion, matching, essay and
problem-solving test items.
Sub-topics
a. Instructional objectives
b. Task analysis on complex skill
c. Application of Bloom’s taxonomy
d. Evaluation
e. Table of Specifications for test
f. Categories of self made tests
g. Suggested Readings
•
Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eleven.
•
Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology:
Effective Teaching, Effective Learning. Chapter Fifteen
Topic Fourteen: Managing Classroom Processes
Objectives
After learning this topic a student should be able to:
• Explain the need to manage classroom effectively.
• Explain the causes of misbehavior in the classroom and ways to stop it.
• Summarize guidelines for establishing class rules.
• Describe effective teacher behaviours
• Describe strategies of dealing with problem behaviours
Sub-topics
1. Issues on classroom management
• Crowded Classrooms
• Classroom Activities
• Teacher’s Behaviour
•
2. Physical environment of the classroom
3. Rule setting and the classroom procedures
4. Causes of misbehaviour in classrooms
5. Controlling classroom
• Effective Teacher’s Behaviour
• Behaviour modification
• Making students to cooperate
• Collaboration with parents
6. Suggested Readings
• Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter ten.
• Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching,
17
Effective Learning. Chapter Fourteen.
COURSE EVALUATION
At the end of the course student will be evaluated by:
• One timed test - 30%;
• Self Student Assessment in the Student Progress Portfolio
• A final/annual exam - 70%.
OEF 101: HISTORY AND SOCIOLOGICAL ASPECTS OF EDUCATION
1.0 Course description
This is an integrated course designed to give students the knowledge on several educational ideas, theories and
practices as they have evolved over time in a perspective of one nation or across nations. It also aims at equipping the
learner with tools to realize the concepts, principles, organizations and practices of the teaching profession in order to
have quality teacher educational programs.
2.0. Objectives of the course
2.1 To impart knowledge to students that will enable them to have a better understanding of the systems of
education in various countries, and the extent that societies have endeavoured in historical times to educate their
communities.
2.2 To enlighten the students at what extent the education systems of their country have been influenced by others.
2.3 To impart to teacher trainees principles and skills of pedagogy creativity and innovations.
2.4 To appreciate issues that cut across pedagogy of teacher education, comparative education with those which
relate with sociology of education and history of education.
2.5 To enable teacher trainees to acquire theories and principles of educational sociology, History, comparative of
education.
2.6 Empower teacher trainees’, teachers’ and tutors’ knowledge, skills and competence of the teaching profession.
3.0
Learning outcomes of the course
At the end of this course, students are expected to be able to:
i)
Define comparative education, sociology of education, history of education and critically analyse various
factors affecting systems of education.
ii)
Synthesize the role of education in national development.
iii)
Elaborate educational systems in Western capitalist, former socialist and developing countries.
(iv)
Explain global or cross-national issues and their impacts on education (HIV/AIDS, globalization
issues and education in the society.
(v)
Elaborate the sociological theories and their implications to education development.
(vi)
Compare and contrast cross cutting issues in sociology, History, comparative education across time
and space.
PART I: HISTORY OF EDUCATION
COURSE CONTENT
• The history and rationale of studying history of education
• Forms of Education
• Education through history
• Systems of Education
• Trends in of Education in East Africa
18
•
•
Globalised notion of education
Current developments of and future prospects in educational issues
Suggested Readings
Bogonko,S.N; Otiende, J.E. and Sifuna,D.N. (1986) Education: History of Education. pp.1-15;
Gitau, F.N; Rwantabagu,H.and Makatiani,M.I.(1993). Comperative Education. Nairobi:Nairobi University, pp.7-18.
Durkheim,E. (1977). Evolution of Education. London: Routledge and Kegan
Paul.
Mbilinyi, M.J. (1982), “The History of Formal schooling in Tanzania, “In H. Hinzen and V. H. Hundsdorfer (Eds.).
(1982), Education for Liberation and development: The Tanzania Experience, Hamburg, UNESCO Institute of
education (76 – 87).
Mbilinyi, M.J. (1970), “Education and Culture” in the Open University Course Guide (1983), Education and Society:
The Tanzania Case Study, Grimsby: Castle Press. (pp. 14 – 28).
Kimambo, I.N. and Temu, A.J. (Eds.) A History of Tanzania Nairobi: East African Publishing House (pp. 123 – 160).
Hinzen, H. and Hundsdorder, V.H. (Eds.) (1982), Education for Liberation and development; The Tanzania
Experience, Hamburg: UNESCO Institute of Education.
Illife, J.A. (1979), Modern History of Tanganyika, Cambridge: Cambridge University Press.
Mbilinyi, M.J. (1970), “Education and Culture” in the Open University Course Guide (1983), Education and Society:
The Tanzania Case Study, Grimsby: Castle Press. (pp. 14 – 28).
Kimambo, I.N. and Temu, A.J. (Eds.) A History of Tanzania Nairobi: East African Publishing House (pp. 123 – 160).
PART 11: SOCIOLOGY OF EDUCATION
COURSE CONTENT
•
•
•
•
•
•
Scope, methodology and purpose of studying history and sociological aspects of education
Sociology of Education in historical perspective
Implications of sociological theories on education
Education and socialization process
Culture and education
Access and equity in Education
Further Readings
Ball,J.S. (2006).Education Policy and Social Class, New York:Routledge
Ball,J.S., Goodson,F. And Maguire, M. (eds) (2007) Education, Globalization and New Times. New York: Routldge.
Comte, A., (2005). A Dictionary of Sociology (3rd Ed), John Scott & Gordon Marshall (Eds). Oxford University Press,
2005
Halsey, A. H. (2004), A history of sociology in Britain: science, literature, and society, p.34
Moghissi, A. A.,( 2010). “Peer Review and Scientific Assessment.” Technology & Innovation 12:187-188.
Reverby, S. M., (2011). "Normal Exposure" and Inoculation Syphilis: A PHS "Tuskegee" Doctor in Guatemala, 194648. Journal of Policy History.
Carnyo, M. (1990).Education and Social Transition in the Third World: Princentown: Princetown
Godia, I. And Waiyaki,E. M. (1988). Siciology of Education. Nairobi:University of Nairobi
Hallinan, M. T. (ed.) (2000).Hand book of Sociology of Education. New York: Plenum
Kluwer.
Antikaine, A. (2003). Classical Sociological Theories and modern Sociology
of Education Handout. Finland University of Joensuu.
Bennaars,G.A., Otiende,J.E. And Bro. Boisvert, R (1994<).Theory and Practice
19
of Education. Nairobi:East African Educational Publishers
Godia,I. And Waiyaki, E. M. (1988).Sociology of Education. Nairobi: University of
Nairobi
Bartle, P. (2007). Socialization and Education, Becoming Human: a life Process. Collins English Dictionary
(2003)Complete and Unabridged, London, Harper-Collins Publishers
Theories
of
Socialization
|
eHow.comhttp://www.ehow.com/about_5525317_theoriessocialization.html#ixzz1JgY64iWN
Godia, I. And Waiyaki, E, M. (1988) Sociology of Education.Nairobi: University of Nairobi
Cynthia,M.I. (2009).Blood and Culture, Youth, Right wing Externism
and National Belonging in Contemporary:German. Duke
University Press
Godia, I. And Waiyaki, E, M. (1988) Sociology of Education.Nairobi: University of Nairobi, (PP.57-70
Lorber, M. A and Pierce,W. D. (1983).Teacher Education and Cultural
Change. George Allan and Urwin Ltd.
Nieto, S. (2001). Affirming diversity: The sociological context of
Multicultural education. New York: Longman
Scapp, Ron, and Seitz, Brian, eds. (1998). Eating Culture. Albany: State University of New York
Press.
Wollons, R. (200). Kindergartens and Cultures The Global Diffusion of
an Idea, New Haven: Yale.
Bill,W. (1979). Education Social Structure: A Comparative Analysis. New York: Holmes & Meir,
Pubs
Coram, R. (1999). l Inquiries." American Visions and Revisions. Comp. David Grimsted. Acton:
Copley Publishing Group
Hallinan, M.T. (2001).”Sociological Perspective on Blck, White Inequalities in America
Schooling.”In Sociolgy of Education Extra Issues, (pp.50-70).
Mc Loughlin, S. (1981).Education for Liberation and Development.The Tanzanian Experience. London: Oxford
Universty Press.
Mwalimu, M. C. (2010).”Alternative Primary Education and Socia Stratification in Resource Scarce Countries:
Theoretical, Substantive, and Methodological Debates”. In Educate~Vol 10 No.1, 2010,(pp.6-18).
PART III: COMPARATIVE EDUCATION
COURSE CONTENT
•
•
•
•
•
•
•
Conceptualization and rationale for comparative education
Historical background to comparative education
Methodological aspects of comparative education
Educational systems in the modes of socialism and capitalism
Emerging problems of education (comparative perspective)
Global contemporary issues influencing education
Global contemporary issues influencing Education in Africa
Further Readings
20
Cameron, J. and Dodd, W.A. (1970), Society, Schools and Progress in Tanzania, Oxford: Pergamon Press
Hinzen, H. and Hundsdorfer, V.H. (Eds.). (1982). Education for Liberation and Development: The
Tanzania Experience, Hamburg, UNESCO Institute of Education (76 – 87).
Mwanahewa, S. A. (1999) Philosophy of Education. Makerere, Makerere University.
Muganda (2006) Muganda C.K. (2006) ODC 020: Development, Achievements and Limitations of Education, OUT,
Dar Es Salaam.
Nyerere (1967) Education ad Development, DUP, Dar Es Salaam
OEF 102: PHILOSOPHY OF EDUCATION AND TEACHING
Course Description
This course examines issues related to philosophy of education and teaching. Issues explored in this course include
The Nature of Philosophy, Philosophical Foundations of Education, Branches of Philosophy, Theories of Knowledge,
Education and Human Development, Metaphysics and the Pursuit of Knowledge, Ethical Theories, Isms in Education,
Great African Educational Philosophers, Logic, The meaning of Philosophy of Teaching, Teaching and its
entanglements, Specific Meanings of Teaching, Teaching and knowledge, The Process of knowledge, Types of
knowledge, Knowledge skills and their applications, Social Education and Social Ethics, Substantialist and functionalist
Approaches, Interactionist and Existentialist Approaches
In this respect the course closely examines the specific characteristics of knowledge and its foundations.
Course Objectives
The course aims at making students to:
• Gain an understanding of Philosophy in relation to educational issues
• Adapt applicable and effective theories of education and teaching from that design a proper way of imparting
knowledge to the students
• Appreciate and analyze philosophy of education and teaching as a foundation of knowledge
• The main objective of this course is to enable the student to get to know what Philosophy of Education and
teaching entail.
Intended learning outcomes
After completing this course teacher candidates should be able to:
•
•
•
•
•
•
•
Generate new knowledge
Identify and relate events with the development of specific educational theories and philosophies
Use appropriate concepts to debate and discuss the importance of philosophy of education and teaching in
human development
Interpret philosophy of education
Be able to use a variety of knowledge in different educational venues
Be able to help their communities develop critical thinking
Provide stakeholders in education with a deeper understanding of the theoretical or conceptual underpinnings
of issues dealing with education.
21
PART I
PHILOSOPHY OF EDUCATION
COURSE CONTENT
SECTION I
• The Nature of Philosophy
• Philosophical Foundations of Education
• Branches of Philosophy
• Theories of Knowledge
• Education and Human Development
• Metaphysics and the Pursuit Of Knowledge
• Ethical Theories
• ISMS in Education
• Great African Educational Philosophers
• Logic
SECTION II
PHILOSOPHY OF TEACHING
•
The Meaning of Philosophy of Teaching
•
Philosophy of Teaching and Its Specializations
•
Basic Features of Effective Teaching
•
Metaphysical and Ontological Issues in Teaching
•
Epistemological Issues in Teaching
•
Nature and Values of Teaching
•
Logical Issues in the Process in Of Teaching
•
Philosophical Models that Influence Teaching Process
•
ISMS in Teaching
•
Substantialist and Functionalist Approaches in Teaching
Course Evaluation
Each student has to write a portfolio prior to sitting for the Main Timed Tests and Annual Examinations. This is to say
that students will only be allowed to seat for their Main Timed Tests and Annual Examinations upon the submission of
their portfolios. The score for the Main Timed Test is 30% and for the Annual Examination is 70%.
Suggested Readings
Angeles, P. A., Ed. (1992). The Harper Collins Dictionary of Philosophy. New York, Harper Perennial.
Blackburn, S., Ed. (1996) The Oxford Dictionary of Philosophy. Oxford, Oxford University Press.
Callahan, J. F. & Clark, L. H. (1977), Foundations of Education. USA: Macmillan, P. H. Inc.
Curren, R. (Ed) (2003) A Companion to the Philosophy of Education, Blackwell, Blackwell Publishing
Gabbay, D.M., and Guenthner, F. (eds., 2001–2005), Handbook of Philosophical Logic, 13 vols., 2nd
edition, Kluwer Publishers, Dordrecht.
Hodges, W. (2001), Logic. An introduction to Elementary Logic, Penguin Books.
22
Hofweber, T. (2004), "Logic and Ontology", Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.), Eprint.
Kneale, William, and Kneale, Martha, (1962), The Development of Logic, Oxford University Press, London, UK.
Mbilinyi, M, Lema, E. & Rajani, R. (2004) Nyerere on Education/Nyerere KuhusuElimu, DSM, Hakielimu Ltd.
Mondin Battista (1985) Philosophical Anthropology, Rome, Urbaniana University Press,
Mpangala, G. P. Mwansasu, B. & Maundi, M. O. (Eds) (2004) Commemorations of Mwalimu Julius K. Nyerere, 79th &
80th Birth dates, DSM, Mwalimu Nyerere Foundation.
Mwanahewa, S. A (1999) Philosophy of Education, Dept. of Distance Education, Institute of Adult and Continuing
Education, Makerere University
Njoroge R. J. and Bennaars G. A (1986) Philosophy of Education in Africa, Nairobi: Transafrica Press.
Olela, H and Bennaars, G. A., Philosophy of Teaching, Lecture Series, University of Nairobi, College of Education and
External Studies, Faculty of External Studies, Department of Education, Nairobi, 1993 (Lecture 1 pp 1-10)
Popkin, R. H. (1999). The Columbia History of Western Philosophy. New York, Columbia University Press.
Randall Curren Ed (2003), A Companion to the Philosophy of Education, Oxford, Blackwell Publishing
Runes, D., ED. (1942). The Dictionary of Philosophy. New York, The Philosophical Library, Inc.
Russell, B. (1979) A History of Western Philosophy. London, Unwin
Course Code: OEI 201
Course Title: Physical Sciences Teaching Methods:
Course Description:
Physical Sciences Teaching Methods is a new course in the faculty of education. It combines what used to be Physics
Methods (OED 218) and Chemistry Methods (OED 219). The course is particularly prepared for level two students
specializing in teaching of physics and or chemistry. It intends to equip science student teachers with pedagogical
skills, knowledge, competences and technologies required in teaching and learning of physical sciences. Furthermore,
it equips participants with strong foundation of teaching methods for future professional development.
Course Objectives
The course objectives will be:
• To develop professional standards required among physical science teachers.
• To explore the historical development of science and physical knowledge and its impact on every day life.
• To comprehend and apply different approaches to science teaching and learning in various contexts.
• To explore the roles of ICT in teaching and learning physical sciences.
• To develop scientific inquiry methods to teachers of physical sciences.
• To understand the role of physical science teaching and learning materials.
• To equip physical science teacher with ability to improvise teaching and learning resources in their
environments.
• To develop critical thinking skills among physical science teachers.
• To design effective measurement and evaluation strategies.
Learning Outcomes
At the end of the course student teachers are expected to perform the following.
• Practice professional standards, design and execute schemes of work and lesson plans required in
teaching of physical sciences.
• Give historical development of physical sciences in relation to contemporary scientific events.
• Apply ICT in teaching and learning physical sciences.
• Apply scientific methods of inquiry
• Employ teaching and learning materials in science classrooms.
23
• Design and improvise low cost teaching and learning materials from their environments.
• Apply various techniques in teaching and learning physical sciences.
• Apply critical thinking skills in teaching physical sciences.
• Design effective measurement and evaluation strategies.
Course Content
The course will be organized into ten topics each covered in two lectures. The topics are further broken into subtopics
which hopefully will help students practice self study and enhance personal development of the expected
competences in physical sciences teaching/learning in secondary schools
Topic 1: Science And Physical Science
• Historical background of science
• Branches of science
• Physical sciences
• Physical sciences and technology
• The importance of physical science
• Some Scientific physical concepts
References
Mehta, V. K., Mehta. R. (2006), S. Chands Principle of Physics, S. Chand & Company Ltd, New Delhi.
Alan, p. (2003), Teaching Primary Science, Banjul, Macmillan.
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro.
Robinson, J. T. (1968). The nature of science and science teaching. Califonia, Wadsworth Publishing Company
Osaki, K., Ottevanger, W., Uiso, C., & Van,den Akker, J., (2002), Science education research and development in
Tanzania. Universiy of Dar es salaa, DSM.
SMASSE/WECSA (2005), Towards better teaching and learning of physics (Training Manual for third country Training
held at CEMASTEA, Nairobi, Kenya.
Topic 2: Teaching Physical Science Through Activities: The Role Of Practical Works In Promoting Scientific
Reasoning
• Developing a model of being scientific
• The scientific investigations in schools
• The purpose of practical work in school
• Practical work and Scientific Reasoning
• Practical work is schools and essential preparations.
• Reporting Science practical work.
References
Cohen, L., Manion, L and Morrison K, (1996). A Guide to Teaching Practice, London, Routeledge
United Republic of Tanzania, (1997, 2007), Physics and Chemistry Syllabuses, Form I-IV, Ministry of Education
and Culture, Dar es Salaam.
Arons, A. B. (1990). A Guide to Introductory Physics Teaching. New York: John Willey and Sons.
Armitage, E. (1983). Practical Physics in SI units” London, John Murray Publisher Ltd.
Bentley, D. and Watts, M. (1989). Learning and Teaching in School Science: Practical Alternatives, Milton
Keyness: Philadelphia Open University
Topic 3; Teaching Approaches In Physical Sciences
• General
• Lecture methods.
• Demonstration methods
24
• Inquiry teaching/scientific
• Discussion approaches
• Problem solving
• ASEI/PDSI Teaching.
References
Sands, M. K. and Hull R. (1985). Teaching Science, London Macmillan Publisher
Andersen, Han, O. and Paul, C. K. (1972). Towards More Effective Science Instructional Secondary education,
Macmillan Publishers
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro
SMASSE/WECSA (2005). Towards better teaching and learning of physics (Training Manual for third country Training
held at CEMASTEA, Nairobi, Keny
Bruce, W. C., and Bruce, J.K. (1992). Teaching with inquiry. Alpha Publishing: Annapolis, MD.
Aron, B. A., (1990). A guide to introductory physics teaching, New York; John Wiley and sons
Topic 4: Planning For Physical Science Teaching
• Effective physical science teacher
• The role of science teacher in the classroom
• Physical Science syllabus
• Scheme of work
• The lesson plan for physical sciences
• Lesson notes
References
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro.
Obanya, P. (1985). Teaching Methods across the Curriculum, Collins
Nacino-Bown, R., Festus, E. O. and Despond. B. (1982). Curriculum and instruction: An Introduction to Methods of
Teaching. London, Macmillan Publishers
Lowman, J. (1987). Mastering the technique of teaching, new Delhi, Prentice Hall of India.
Topic 5: Instructional Resources In Physical Science Classrooms
• Meaning of instructional resources in science classrooms.
• Types of instructional
• Text books
• Audio/video visual aids in science classrooms
• Chalk board
• The role of instructional resources in T/L physical sciences.
• The physical science laboratory
References
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro
MKEZA (2005). Improving the Quality of Education in Zanzibar; A Guide on How to make and use Low Cost Teaching
Instructional Materials, Zanzibar
Topic 6: Sample Lessons From Physical Science Classrooms
• Sample lessons from physics classrooms
• Sample lessons from chemistry classrooms
25
References
Ministry of Education and Vocational Training Zanzibar (2009). In-service training for Secondary O-level Teachers.
Alan, P. (2003), Teaching Primary Science, Banjul, Macmillan.
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro
Cohen, L., Manion, L and Morrison K, (1996). A Guide to Teaching Practice, London, Routeledge
SMASSE/WECSA (2005). Towards better teaching and learning of physics (Training Manual for third country Training
held at CEMASTEA, Nairobi, Kenya
Topic 7:
Improvisation In Physical Science Classrooms
• What is improvisation?
• Strengths and weaknesses of improvisation
• Tips for improvisation.
References
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro
MKEZA (2005). Improving the Quality of Education in Zanzibar; A Guide on How to make and use Low Cost Teaching
Instructional Materials, Zanzibar
Topic 8: ICT and Physical Science Teaching and Learning
• What is ICT?
• What are strengths and shortcomings of ICT as a teaching aid?
• Roles of ICT in promoting Teaching and learning Physical Sciences
References
Collins A. (1991). The role of computer technology in restructuring schools. Phi Delta Kappa, 73, 28-36.
Hefzallah, I. (1999). The new educational technologies and learning. Springfield, Illinois, Charles C. Thomas.
Athanassios, J., Vasslis, K. (2001). Computer simulation in physics teaching and learning: a case study on students
understanding of trajectory motion, Journal of computer and education, 36, 183-204.
Topic 9: Evaluation Of Teaching and Learning In Physical Science in Classrooms
• Importance of evaluation in science classrooms
• Tools for evaluation teaching in teaching/learning physical sciences.
• Setting questions in testing science learners
• Constructing and administering tests.
References
Kira, E. (2006). Exploration on teachers questioning techniques; MED (SC) dissertationm University of Dar es Salaam.
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro
Gronlund, N, E. (1971). Measurement and Evaluation in Teaching, New York: Macmillan
Jenkins, E. W. (1972). Objective Testing: a guide for Science teachers. University of Leeds, UK.
Topic 10: Teaching and Learning Physical Science Through Projects
• The purpose of science project
• Good science projects
• Experimental science project
• Some guidelines for experimental project
References
Kira, E. S. and Komba, S. C. (2009), Methods for Science Teachers, Sokoine University of agriculture, Morogoro.
Osaki, K., Ottevanger, W., Uiso, C., & Van,den Akker, J., (2002), Science education research and development in
26
Tanzania. Universiy of Dar es salaa, DSM.
Course Evaluation
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained from the
course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall
Ticket (EHT) for sitting the annual examination.
A final/annual exam - 70%.
Course code: OEI 203
Course Title: Social Sciences Teaching Methods:
Course Description:
Social Sciences Teaching Methods (SSTM) is a two (2) unit course which comprises History, Civics/General Studies,
Religion and Geography subjects. History Civics and Geography being among the ordinary level secondary schools
compulsory subjects (URT, 1995), the course therefore is very important in implementing the curriculum of our country.
The course focuses to equip and furnish the participants (Social sciences teachers in particular) with new and
appropriate teaching methods and techniques of a particular subject within this course. The numbers of lectures
presented in this unit are designed to demonstrate modern and learner-centered approaches to the teaching of Social
Sciences Subjects (SSS) in secondary schools and colleges. It is anticipated that a good knowledge of the subject
teacher as well as mastery of teaching it will improve teaching-learning process and hence learning will be enhanced.
Course Objectives
Though the course aims at equipping the social sciences teachers (SST) with modern and new approaches of
teaching SSS, specifically the course objectives of the course include the following;
•
•
•
•
•
•
•
•
•
To identify and distinguish various types of syllabi of SSS
To identify and describe the components of scheme of work
To Define various concepts used in SSS
To acquire knowledge of preparing lesson plan in SSS
To develop an understanding of teaching approaches and techniques in a particular SSS discussed within this
unit.
To acquire skills and techniques of using internet as among the sources of knowledge and references in SSS.
To enhance knowledge and skills in SSS.
To evaluate appropriateness and suitability of the use of teaching-learning materials for the teaching of SSS.
To assess the rationale of including SSS in secondary school curriculum.
Course Learning Outcomes
After completion of this unit a student teacher is expected to acquire new knowledge and appropriate skills and
techniques for teaching social sciences.
27
Part One: An Introduction To The Study Of Social Sciences Subjects
Lecture One:
Social Sciences and integrated curriculum
•
•
Epistemological Issues
The rationale of putting History, Geography, Civics/General Studies and Religious Studies
together
References
Henry, O. (1988). Philosophy of Education Nairobi: Kenyatta University.
Samuel, K. (1968). Sociology and Introduction to the Science of Society London: Barua and Noble Books.
Lecture Two:
Syllabus, Scheme of Work, Lesson plan and Lesson notes
•
•
•
•
Syllabus
Scheme of Work
Lesson plan
Lesson notes
References
Cohen, L., Manion and Morrison, (1996), A Guide to teaching Practice: London: Routeledge.
Mueller, R. J (1999). Principles of Learning and Perception, New York: Praeger publishers.
Wragg, C. E. (1997). Classroom Teaching Skills, London: Croom Helm.
Lecture Three: Evaluation in Social Sciences Subjects
•
•
•
Tests, Measurement and Evaluation
Types of Evaluation
Types of Tests items
Reference:
Grownland, N. E and Linn, R. N. (1990), Measurement and Evaluation in Teaching. New York: McMillan Publishing
Company.
Lecture Four: Teaching Profession and Quality of a Good Teacher
•
•
Moral Aspects of a Good teacher
Legal aspect of a good teacher
28
•
Other aspects including teacher services Department
Reference:
Hirst, P. H. (1970). The logics of education, London: Routeldge.
Piaget, J. (1970). Moral development, Kholberge: Laurence
Lecture Five: Internet as source of Knowledge and references
•
•
•
What is internet and its importance
Search engines
Websites etc.
Part Two: History
Lecture Six: History as a Subject
•
•
•
•
•
Definitions of History
History as a Discipline in SSS
Aims of teaching History
History and values
History Syllabus
Reference:
Stanford, M. (1986). The Nature of Historical knowledge, Oxford: Basil Blackwell Ltd.
Lecture Seven: History Teaching Methods and Strategies
•
•
•
•
Approaches towards History Teaching
Ineffective ways of Teaching History
Basis of Effective History Teaching
Techniques for Effective teaching of History
- Expository techniques
- Active techniques
Reference:
Burston, W.N. (1964). Principles of History Teaching, London; Mathuen
Lecture Eight: Teaching-Learning material and Learners Activities
•
•
Basic resources
The teaching Aids (Visual and Audio Visual teaching resources)
29
Reference:
Dyer, C., Brown, R. and Goldstein, E. D., (1970), School Libraries; theory and Practice: Clive Bingley.
Part Iii: Geography Teaching Methods
Lecture Nine: Nature and Concept of Geography
•
•
The Meaning of the Concept Geography
Rationale of teaching Geography in Schools and Colleges
Reference:
Bale, J. et al (1973) Perspectives in Geographical education, Oliver and Boynd
Lecture Ten: General Principles of Teaching Geography
•
•
•
Local geography
Regional geography
Principals Skills to be developed in teaching Geography
Reference:
Ndunguru, S. (2000) Kanuni na Mbinu za Kufundishia. DUP.
Lecture Eleven: Geographical Field Research
•
•
•
Quantification
Importance of Field Research to Geographical teaching
Organization of geographical Field research
Reference:
Enon, C. E. (1995). Educational research Statistics and Measurement, Makerere: University Press.
Lecture twelve: FIELDWORK IN GEOGRAPHY
•
•
•
Types of Field Work in Geographical Studies
Importance of Fieldwork in Geographical Studies
Topics suitable for Geographical Fieldwork.
Reference:
Treadoway, J. (1985). Geography for Development: A handbook for Geography Teachers. Heinmann Educational
30
Books
Hall, D. (1978). Geography and geography Teachers, George Allen and Unwin Ltd.
Lecture Thirteen: Geographical field study
•
•
•
Planning and Organization fieldwork
Graded Field Study
Example of Fieldwork Topics
Reference: Ndunguru, S. (2000). Kanuni za mbinu za Kufundishia.
Lecture Fourteen: Geographical Field Research
•
•
•
Quantification
Importance of Field research to Geographical Teaching
Organization of Geographical Field Research
Reference:
Enon, C. E. (1995). Educational Research, Statistics and Measurement, Makerere University Press.
Lecture Fifteen: Sample/Case Studies in Geography Teaching
•
•
•
•
•
Introduction
Advantages in the Use of Sample Studies
Teaching Materials for Sample Studies
Organization of a Sample Study lesson
Examples of Typical Sample Studies
Reference:
Hall, D. (11976). Geography and Geography Teacher, George Allen and Unwin Ltd.
Lecture Sixteen: Methods of Teaching Map reading and Interpretation of Photography
•
•
•
Meaning of Map Reading and photograph interpretation
Interpretation and Analysis of Photographs in a Geography lesson
Map Reading and analysis
Reference:
McMaster, D. N., (1965), Map Reading in East Africa
31
Lecture Seventeen: Approaches to Teaching Physical Geography Teaching
•
•
What is physical geography
Various branches of physical geography.
•
Approaches of Teaching Physical Geography
Reference:
Treodoway, J. (1985). Geography for development: A Handbook for Geography teachers. Heinemann Educational
Books
Lecture Seventeen: Statistics and Practical geography
•
•
•
What is Statistics
Types of Statistics
Mean, Median, mode, Range, Variance and Standard Deviation
Practical Geography McMaster, D. N., (1965), Map Reading in East Africa.
Part Iv: Philosophy Teaching Methods
Lecture Eighteen
•
•
•
•
Meaning of Philosophy
Rationale of Studying Philosophy
Approaches to the Teaching of Philosophy
Philosophy Syllabus
Reference:
Strol A. and Popkin, (1976) Introduction to Philosophy, USA: Renehart and Winson
Lecture Nineteen
Methods of Teaching Philosophy
•
•
Teaching Aids
Evaluation
32
Reference:
Lecture Series (ECT 101 - 1988). University of Nairobi, General Methods: Nairobi University Press.
Lecture Twenty
Religious Studies Methods
•
•
•
•
Concepts of Religion and Man
Rationale of Studying religion in schools and colleges
Major religions of the World
The Current Religious Syllabus
Reference:
Lecture Series (ECT 206-1990). Methods of Teaching Religious Education, University of Nairobi.
PART V: General Studies and Civics
Lecture Twenty One
•
•
Meaning of Concepts (general studies and civics)
Rationale for Teaching Civics and General Studies in Secondary Schools and colleges.
•
General Studies and Civics Syllabi
Reference:
United Republic of Tanzania (2005), Ministry of Education and Culture, Civics Syllabus Form I-IV. Dar Es Salaam.
Lecture Twenty Two
•
•
•
Approaches in teaching General Studies and Civics
The use of Teaching aids
Evaluation Procedure
Reference:
Lecture Series (ECT 101 1990) University of Nairobi, General methods
Grownland, N.E. and Linn R. L., (1990) Measurement and Evaluation in Teaching. New York: MacMillan Publishing
company
33
Course code: OEI 204
Course Title: Languages Teaching Methods
Course Description
The course is intended for language teachers to make them complete in teaching language subjects by effective and
efficient teaching methods & techniques for the good presentation of the content. The course will provide the
participant with knowledge and teaching skills appropriate for teaching language subjects. It will also provide analytical
and practical skills for teaching language subjects.
Course Objectives
1. To develop a comprehensive understanding and meaning on the concepts of language, Literature as well as
teaching and learning.
2. To understand various approaches for teaching language skills, grammar, vocabulary, pronunciation and
Literature.
3. To examine the language syllabus and understand how to prepare a scheme of work and plan a lesson.
4. To understand the different techniques and skills of classroom management, monitoring and evaluation.
5. To state appropriate procedures used for motivating and sustaining attention in the class.
6. To explain techniques of providing for individual differences and handling of students mistakes and errors.
7. To demonstrate the use of various techniques used for measuring and evaluating learning.
Learning Outcomes:
At the end of the course a student teacher is expected to:
Define what the term language means
State the general aims of teaching language
Differentiate between Aims and Objectives
Implement the Syllabus into scheme of Work and develop a lesson plan
Identify his/her learner’s individual differences
Apply the learned techniques and skills of classroom management during the Teaching and Learning process.
Identify and Use appropriate methodology of teaching required for the specific Teaching and Learning context
Course Content
Topic 1: Language Syllabus, Scheme Of Work And Lesson Plan
Sub Topic (I): The Language Syllabus
• Define what a language syllabus is
• Identify the major types of language syllabuses
• Language syllabus in Tanzania Primary, Secondary and Teachers collages
References:
1.
Bell, R.T.(1981),An Introduction to Applied Linguistics, Approaches and Methods in Language Teaching,
Batsford Academic and Educational Ltd, London.
2.
Brown, H. (1994). Principles of Language Learning and Teaching. Prentice Hall Regents. New Jesey.
34
3.
4.
5.
Brumfit. C.J. (1985) Language and Literature teaching-From Practice to Principle, Pergamon Press.
Heston, J.B. (1988) Writing English Language Tests. Longman
Mbunda, F.L. (1976) Mwalimu wa Lugha, Oxford University Press.
Sub Topic (Ii): Scheme Of Work And Lesson Plan
• Identify basic requirements in the planning process
• Make a scheme of work given a language syllabus
• Prepare a language lesson for either primary or secondary school or teachers collage
Reference:
1.
2.
3.
Borich, G.D (1988) Effective Teaching Methods, Merrill Publishing Company.
Ministry of National Education, (1976), Language Syllabi, Vol 1.
Mushi, H.M.K. (1997) English Teaching Methods OUT Manual
Topic 2:
Identification of Learners Differences, Language Mistakes and Errors
Sub Topic (I): Identify Learners Differences
• Identify aphasias and deaf/dumbness
• Identify visual impaired learners
• Identify slow learners and uneducable learners
Reference:
1. Brown, H.D (1991). Principles of Language Learning and Teaching, Prentice Hall Regents
2. Edge, J. (1994) mistakes and Correction. Longman
Sub Topics (Ii): Identifying Mistakes And Errors
• Define a mistake and Errors
• Determine sources of errors
• Identify and correct students errors efficiently and effectively
• Treatment of students errors
• Enhance language learning using students errors
References:
1.
Brown, H.D (1991). Principles of Language Learning and Teaching, Prentice Hall Regents
2.
Edge, J. (1994) mistakes and Correction. Longman
Topic 3:
Sub Topic 1:
Language Teaching And Learning
Foreign Language Teaching
• English Language in Tanzania
• Managing English class
• Evaluating English
• Techniques for Teaching EFL
References:
1
Apends, R.I (1988) Learning to Teach.
2
Hayacraft, J.(1992) An Introduction to English Language Teaching
Sub Topic 2:
•
Teaching Kiswahili
Kiswahili Class
35
• Kiswahili Dialects teaching
• Techniques for Teaching Kiswahili
References:
1 Kapinda, M.C. (1983) Sarufi Maumbo ya Kiswahili Sanifu
2 Mbunda, F.L (1976) Mwalimu wa Lugha
3 Mbunda, F.L. (1996) Mbinu za Kufundisha Lugha ya Kiswahili
Sub Topic 3: Teaching Literature
• Teaching Novels
• Teaching Plays
• Teaching Poetry
• Teaching Oral Literature
References:
Benton, M. and Fox, G (1985) Teaching Literature
Brumfit, C.J. (1995) Language and Literature Teaching
Topic 4:
Classroom Management, Monitoring And Evaluation
Sub Topic 1: Managing Roles Of Language Teacher
• The teacher as a controller
• The Teacher as an Assessor
• The Teacher as an Organizer
• The Teacher as a Participant
• The Teacher as a Resource
• The Teacher as an Investigator
References:
1. Cohen, L & Manion, L (1921)Persepctives on classroom and schools, Holt Rinehart, London
2. Haycraft, J. (1992) An Introduction to English Language Teaching, Longman. London
Sub Topic 2:
Monitoring A Language Class
• Communication in the classroom
-Source, messege, channel, receiver, feedback
-Verbal, non-verbal, Visual, Barriers
• Teaching the four language skills
-Productive skills, Receptive skills
• Stages of teaching Langauge in the classroom
• Teaching Literature Genres
References
1. Mbunda, F.L (1976) Mwalimu wa Lugha. Oxford Universtiy Press. Oxford.
2. Olu, T. (1971) The Teaching of Composition Writing, Heinemann. London.
Sub Topic 3: Language Evaluation In The Classroom
• Recall/ Knowledge
• Comprehension
• Application
• Analysis
36
• Synthesis
• Evaluation
• Problem Solving
• Creativity
References:
1. Heaton, J.B (1991) Classroom Testing. Longman. London
2. Mbunda, F.L. (1996) Mbinu za Kufundishia Lugha ya Kiswahili. OUT. Dar es Salaam.
Topic 5:
The Classroom Learning Environment
Sub Topic 1: Strategies For Learning
• The Cognitive Domain Appropriate procedures
• The Psychomotor Domain Appropriate procedures
• The Affective Domain Appropriate procedures
References:
1. Mukwa, C. W. (1988) General Methods. Universtiy of Nairobi
2. Davis, R.B. (1974) Learning System Design. Mc Graw Hill. New York.
Subtopic 2: The Use Of Techniques In Language Classes
• Motivating Techniques
-Simulation, role playing, group work, laboratory
-Fieldtrips and practical work
• Techniques for sustaining attention
• Dealing with classroom misbehavior
References:
1. Brown, H.D. (1991) Principles of Language Learning and Teaching. Prentice Hall Regents. New
Jersey
2. Lazar, G. (1993) Literature and Language Teaching. C.U.P
Sub Topic 3:
•
•
•
The Use Of Audio-Visual Materials In The Language Classes
The importance of Audio-Visual materials in Teaching/Learning process
Types of Audio-visual materials
Teaching/Learning materials and Learning context.
Refernces:
1. Harmer, J. (1991) The Practice of English Langauge Teaching. Longman. London
2. Loban, W. (1969) Teaching Language and Literature. Harcourt, Brace and World Inc. New York.
Topic 6:
Techniques Used For Measuring And Evaluating Language Learning
Sub Topic 1: The Purpose Of Measurement And Evaluation
• Administrative purposes
• Guidance purposes
• Instructional purposes
References:
1. Heaton, J.B. (1991) Classroom Testing. Longman. London
2. Littlewood, W.(1983) Communicative Language Teaching, Cambridge University Press. Cambridge
37
Sub Topic (Ii):
Distinction Between Measurement And Evaluation
• Planning for Evaluation (Validity, Reliability and Practicality)
• Types of Tests
• Testing Language and Literature
References:
Sub Topic
1. Heston, J.B. (1088) Writing English Language Tests. Longman. London
2. Mhina, G.A. & Kiimbila, J.J (1971) Mwalimu wa Kiswahili. TUKI. Dar es Salaam
3: Testing Language Facets
• Testing Grammar
• Testing Pronunciation
• Testing Vocabulary
• Testing Literature Genres
References:
1. Brumfit, J.C (1985) Languge and Literature Teaching from Practice to Principle. Pergamon Press.
London.
2. Richard, J. and Rodgers (1991) Approaches and Methods in Language Teaching: A Description and
Analysis, C.U.P
Topic 7:
Approaches For Teaching Language And Literature
Sub Topic 1: Teaching Grammar
• Grammar Teaching Methods
• Aspects of Teaching Grammar
• Organization of Grammar Teaching
• Evaluating Grammatical aspects
References:
Mushi, H.M.K (1997) English Teaching Methods. OUT. Dar es Salaam
Mfaume G.E. (1985). Misingi ya Isimu ya Lugha ya Kiswahili. Utamaduni Publishers. Dar es Salaam.
Sub Topic 2: Teaching Pronunciation
• Static and Expressive Forms
• Sentence stress
• Intonation Patterns
• Fluency
References:
1. Gimson, A.C. (1992) An introduction to the Pronunciation of English. Edward Arnold. London
2. ,bunda, F.L. (1996) Mbinu za Kufundishia Lugha ya Kiswahili. OUT. Dar es Salaam.
Sub Topic 3: Teaching Vocabulary
• Techniques in Teaching Vocabulary
• Translation
• Word Forms and Process
• Selecting Vocabulary
References:
1. Parrott, E. (1982) Effective Teaching: A Practical Guide to Improving your Teaching. Longman.
London.
2. Wilkins, A. (1973), Linguistics in Language Teaching. Edward Arnold. London.
38
Sub Topic 4: Teaching Literature
• The Teaching of Poetry
• The Teaching of Novel
• The Teaching of Short Story
• The Teaching of Drama (plays)
• The Teaching of Oral Literature
• Questioning and Testing in Literature
References:
1. Kembo, J. (1991) Methods of Teaching Literature, University of Nairobi
2. Widdowso, H. (1975) Stylistics and the Teaching of Literature. Longman London.
3. Nkwera, F.M.V. (1979) Sarufi na Fasihi Sekondari na Vyuo. TPH.
Course code: OEI 205
Course Title: Economics Methods and Business Education
Course Description: Economics and business education have been gaining popularity among the secondary
school subjects. Nature of the disciplines requires that those who teach them understand clearly the nature of the
subjects and their relationships with other school subject. The main purpose of the course is to give student teacher
training in order to be able to relate theories and concepts in relation to general education and other teaching methods.
The course will equip the teacher with an ability to design teaching methodology in delivering the course which will
best benefit the learner. The course will give a student-teacher skill in effective selection of appropriate methods
geared to increasing motivation, learners’ participation, communication and teamwork. An understanding of the nature
and scope of the subject is also vital in enabling the teacher to identify the basic skills and competencies which will
promote the understanding of the subject by the learners. This is significant because the course requires certain
fundamental abilities such as reasoning ability, competence in language of expression and imaginative ability. Without
these abilities among the learners the work of an economics and business education teacher is made difficult.
Course Objectives:
At the end of the course students are expected to be able to:
•
•
•
•
•
•
Identify and discipline the objectives, structure and main features of secondary school syllabus.
Make and appropriately use a scheme of work and lesson plan in the teaching of economics and business
education methods.
Describe and apply the different techniques that be used in teaching and learning economics and business
education.
Select and used teaching aids and activities economics and business education that will enhance learning
economics and business education
Describe various modes of assessment economics and business education
Design and use appropriate assessment techniques.
Course Content
39
SECTION A: ECONOMICS METHODS
Lecture One: The nature of economics as a discipline and its
Implications for teaching
Lecture Two:
Schemes of work and Lesson plan
Lecture Three:
Approaches to teaching Economics and business education
Lecture Four:
Teaching aids and activities suitable for teaching economics business education
Lecture Five:
Problems associated with the teaching Economics in Secondary schools
Lecture Six:
Assessment Evaluation of Economics understanding.
SECTION B:
METHODS OF TEACHING ECONOMICS AND
BUSINESS SUBJECTS
Lecture Six: Techniques of teaching economics and business education
SECTION C:
BUSINESS EDUCATION METHODS
Lecture Seven:
Meaning and Goals of Business Education Objectives of Business education.
Lecture Eight:
The Objectives of Business education I secondary School
Lecture Nine:
The basic theories and Principles of Learning
Lecture Ten:
Developing Individual Skills in Business Education
Lecture Eleven:
Motivating Student Interest an Illustration.
Mode of Assessment:
Students will be assessed as follows:
Fill in a student portfolio
Sit for Main test January/February which weighs 30%
40
Sit for examination in June which weighs 70%
References:
Allen, R. Solemn, “Human Relations Training: A comparison of Case Study and Role Playing” Personnel
Administration, September 1960, pp 29-37.
Gary, D. Borich (2009). Effective Teaching Methods: Research-Based Practice; 7th Edition. McMillan New York
Kerich, W. (1990). Educational Communication and Technology: Economics Methods: Nairobi, University of Nairobi
Knoontz, O’Donnell and Weighrich, (1980). Management- The International Student Edition, McGraw-Hill.
Lamb, S. (2010). http://www.ehow.com/how_7463647_teach-economics.html
Mulira, E. R. S. (1991). Educational Communication and Technology: Business Education Methods, University of
Nairobi.
•
Paul R. Burden and David M. Byrd (2009). Methods for Effective Teaching: Meeting the Needs of All Students; 5th
Edition.
Powel, L. S. (1969). Communications and Learning. London: Pitman.
Powel, L. S. (1959). Tips for Talking London: BACIE.
Powel, L. S. (1966). Lecturing to Large Groups London: BACIE
Course Evaluation
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained from the
course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall
Ticket (EHT) for sitting the annual examination.
A final/annual exam - 70%.
Course code: OEI 206
Course Title: Teaching Methods for Applied Sciences
Course Description:
Teaching Methods for Applied Sciences is the course which prepares teachers of art or sciences of applying scientific
knowledge to practical problems. It is intended for student-teachers in the fields such as engineering home economics,
agriculture, cookery, textiles, nutrition and other vocational subjects. Its emphasis is on practical application of
sciences as opposed to fundamental science which seeks to describe the most basic objects and forces. The course
provides the participants with knowledge and teaching skills appropriate for teaching applied science subjects. It also
provides analytical and practical skills, as well as evaluative skills in teaching the subjects.
41
Course Objectives
The objectives of the course are:
• To provide teaching skills and competence for the subjects of Home economics, agriculture, engineering,
cookery, textiles, nutrition and many other vocational subjects
• To provide analytical and practical skills for teaching applied science subjects.
• To equip student teachers with the knowledge and skills in integrating theory and practice in applied sciences
• To analyze the syllabus of the applied science subjects taught at secondary school and colleges
• Effective Planning and Practical teaching of applied science subjects
• Effective application of art and scientific concepts to describe and analyze various phenomena in applied
science subjects
• Use variety of procedures to evaluate teaching and learning processes for applied science subjects
• To facilitate creation of project work at individual and group levels
Learning Outcomes
At the end of this course:
• A student teacher should be able to effectively and efficiently teach his/her applied science subjects according
to their area of specializations
• A student teacher should demonstrate basic skills in pedagogical and technical leadership in educational
institutions
Course Contents/Topics
1. Home Economics
i. Home Economics as a Discipline
ii. The Application of Learning Theory in Teaching HE
iii. Methods of Teaching HE
iv. Materials and Aids in Teaching HE
v. The Teaching of Food and Nutrition
vi. The Teaching of Clothing and Textiles
vii. The Teaching of Family and consumer Education
viii. Procedures to evaluate teaching and learning in HE
References
Bailley, L. and Selless, B. (1982). Home Economics Teacher Education. American Home Economics Association,
Bloomington.
Campbell, M. and Campbell, R. (1993), Home Economics Teacher Survival Guide. Centre for Applied Research in
Education, New York.
Pererat, L. and Dezward, M.L (1995). The Foundation of Home Economics Education in Public Schools. Home
Economics Publications, Charlottetown
Stape, S. Vincenti, V.B.(1997). Rethinking Home Evaluations, Cornell University Press, Lthacu.
Journal of home economics, American Home Economics Association,[Washington] www. isbndb.com
Canadian Home Economics Journal www.highbeam.com
International journal of consumer studies Volume 29, Number 6, November 2005 , pp. 530-532(3) Publisher:
Blackwell Publishing
42
Course Evaluation
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained from the
course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall
Ticket (EHT) for sitting the annual examination.
A final/annual exam - 70%.
Course Code: OEM 201
Course Title: Educational Management and Leadership
Course Description:
This course is designed to foster learners’ understanding of educational management and leadership. It provides
opportunity to gain special knowledge, skills and competences across the core areas of educational management and
leadership. The course covers: Management and leadership theories; Functions and tasks of management;
Pedagogical and technical leadership skills; Educational management and leadership skills; and management of
change in educational organizations. It also addresses issues in Management of educational resources; Conflict
management in educational organizations; Organizational climate and culture in educational institutions; Research in
educational management and leadership; and teacher services organs. The course will be delivered through lecture
modules, discussions, students’ activities, and reflective learning.
Course Objectives
By the end of the course student teachers should be able to:
• Acquire theoretical background of management and leadership;
• Obtain knowledge and skills for managing educational organizations;
• Attain leadership skills in managing changes, conflicts, resources and culture in educational organizations.
• Gain aspects of pedagogical and technical leadership skills to student teachers;
• Attain basic research skills in educational management and leadership;
• Gain investigative skills that helps leaders to make rational decisions;
• Understand public services tools.
Learning Outcomes: Upon completion of the course a student teacher should be able to:
• Define the concepts of educational Management and Leadership and its related terms;
• Analyze principles of management and leadership styles in education;
• Analyze the theories and practices in educational management and leadership;
• Synthesize the management and leadership functions in holistic educational perspective;
• Make informed decisions and carry out managerial tasks in educational organizations.
• Demonstrate basic skills in pedagogical and technical leadership in educational institutions
Course Contents/Topics
Definitions and interpretation of educational management and leadership
Who is a leader
The scope of leadership
Principles of Management in Education
Division of work
Authority
43
Discipline
Unity of command
Unity of direction
Subordination of individual
Remuneration
Centralization
Scalar chain
Order
Equity
Stability of tenure of personnel
Initiatives
Spirit de corps
• Uses/applications of principles of management
Management theories
Scientific management theories
Bureaucratic management theory
Classical management
System theory
Human relations/behavioral theory
Participatory model of management theory
Leadership theories
Great Man Theories
Trait Theories
Situational Theories
Contingency Theories
Behavioral Theories
Participative Theories
Transactional theories
Transformational leaders/relationship theory
Leadership Styles
Laissez-Faire Leadership
Democratic Leadership
Autocratic Leadership
Destructive leadership behavioral
Functions (elements-processes) and tasks of management (emphasis on communication and decision making
in educational organizations)
• Elements-processes/functions
Purveyance (forecast/plan)
Organize
Command
Coordinate
• Tasks of management
Educational Management and leadership skills
Pedagogical leadership skills
44
Technical leadership skills
Management of change in educational organizations
Definition of Organization change
Forces for change
Approaches and methods to organizational change
Models of change (Lewin’s model, Kotter’s model, Rodger’s model, Cumming’s and Worley’s
model, Fullan’s model, and Ely’s model of change)
Techniques of introducing change
Leadership effectiveness
Management of educational resources
What are educational resources?
Types of educational resources
What is management of educational resources
Why managing educational resources
Strategies of managing educational resources
Challenges and opportunities in managing educational resources
Conflict management in educational organizations
Definition of conflict and conflict management
Types of conflict in education organization
Sources of conflict in education organization
The role of conflict in education organization
Techniques/strategies of handling conflict education organization
Organizational climate and culture in educational institutions
What is organizational climate, and culture
Culture development in school organizations/determinants of culture and climate
The role of culture in school organization
Research in Education management and leadership
What is research?
The role of research in education management and leadership
Selection of methodologies for conducting research in education management and leadership
Ethics of research in education management and leadership
Teacher service organs
Tanzanian educational organizational structures
Teacher services organs (TSD, CWT, TPA)
The role of the organs
Challenges and opportunities of teacher organs
Strength and weaknesses of the organs
References
Bukhda, S. (2004). Management and Evaluation of Schools. New
York: Oxford University Press.
Burke, R. (2003). Project Management: Planning and Control Techniques. Ontario, Canada: John Willey.
Burke, R. (2006). Project Management: Planning and Control Techniques. Ontario, Canada: John Willey.
Ely, D. P. (1999). New perspectives on the implementation of educational technology innovation.
45
Fullan, M. (2005). Leadership and Sustainability: System Thinkers in Action. Corwin: Press, USA.
Fullan, M. (1982). The meaning of educational change. New York:
Teachers College Press.
Gupta, R. (1990). The Process of Management. Barelly: V.K. Publishing House.
Kotter, J. P. (1996). Leading change: why transformation efforts fail. Havard Business
Schools Press.
Margareth, P.; Glatter, R.; and Wise, C. (2005), Strategic Leadership
and Educational Improvements. London:
Paul Chapman Publishing
Mark Allen (2002). The Corporate University Handbook: Designing,
Program.
Managing and Growing a Successful
Mosha, H. J. (2006), Planning Educational Systems for Excellence.
Dar es Salaam: E&D Publisher.
Rogers, E. (1995). Diffusion of Innovations. (4th ed.). New York, NY: The Free Press.
Ryan, J. (2003) Leading Diverse Schools. Kluwer Academic Publishers.
Society for Human Resources Management (2009) Weathering Storms: Human Resources in Difficult Times. Society
for Human Resource Management.
Schein E. H. (1988), organizational psychology, 3rd ed, Englewood Cliffs, Prentice Hall Inc.
Course Evaluation
At the end of the course student will be evaluated by:
One timed test - 30%;
Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained from the
course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall
Ticket (EHT) for sitting the annual examination.
A final/annual exam - 70%.
5. SUPPORT FOR STUDENTS AND THEIR LEARNING
In this programme students are supported through: in-text student support within the provided study materials,
occasional face-to-face sessions, marking of assignments and tests, teaching practice supervision and consultations,
and guidance and counseling.
6.
CRITERIA FOR ADMISSION
Application and meeting the programme entry requirements
7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND
LEARNING
Student progress portfolio, supervised tests, home assignments, supervised examinations.
Mechanisms for gaining student feedback on the quality of teaching and their learning experience include: Students
evaluation forms of the lecturers and the programme, students course work activities (tests) and minutes of students
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government meetings.
Staff development priorities include: Seminars, workshops, conferences and meeting both local and international,
research, publications and registration on higher level academic programmes.
8. ASSESSMENT REGULATIONS
There are clear criteria for the marking and grading of assessments based on the generic criteria in the OUT
Prospectus. The scheduling and amount of assessment are consistent with an effective and appropriate measurement
of the achievement by students of the intended learning outcomes and those they effectively support learning. The
criteria of the assessment enable internal and external examiners to distinguish the different categories of
achievement. The assessment strategy has an adequate formative function in developing student abilities through
written tests and practical work. Feedback to students is managed through sending back the marked tests to students
for self correction and guidance. Skills are further assessed through the teaching practice. The assessment workload
is realistic for both students and staff. The programme complies with the OUT current assessment and progression
regulations.
9. INDICATORS OF QUALITY AND STANDARDS
Standard entry qualifications, qualified teaching staff, standard assessment criteria and formats, standard evaluation
mechanisms, standard monitoring and follow up system, good progression and completion rates, and approved
curriculum.
10. INFORMATION ABOUT THE PROGRAMME
Upon completion of this programme, students are expected to be able to effectively teach in the classrooms; plan and
implement teacher training programmes.
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