Exploring teachers' pedagogical practices employed during and post-COVID-19 pandemic in Tanzania secondary schools: The case of Mbeya City Council
DOI:
https://doi.org/10.55056/etq.826Keywords:
digital teaching, pedagogical practices, COVID-19 pandemic, digital learning, digital divideAbstract
The study explored the pedagogical practices employed by secondary school teachers in Tanzania during and after the COVID-19 pandemic, with a focus on Mbeya City Council. The study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). The study aimed to explore the pedagogical practices used by teachers during and after the COVID-19 pandemic in Tanzania's secondary schools. A qualitative approach was utilised with a phenomenological research design. A total of 33 participants were involved, including one District Secondary Education Officer (DSEO), two Ward Education Officers (WEOs), six secondary school heads, and 24 teachers (four from each selected school). The data were analysed using thematic analysis strategies. The study revealed that teachers employed various methods, such as adaptive learning platforms, collaborative learning, interactive presentations, online discussions, and tools for assessment and feedback. However, these efforts were hindered by challenges such as unreliable internet access, insufficient infrastructure, and inadequate administrative and technical support. The study concludes that teachers' capacity for technology-enhanced pedagogy should be strengthened. The study recommends that the government and education stakeholders provide support to secondary schools in adopting digital tools for teaching and learning to ensure high-quality education that can compete in the global market.
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Accepted 2025-04-26
Published 2025-05-03
