Nkaizirwa Josephat Paul, Swai Calvin Zakaria, Hugo Alfred Kisuda, Mahenge Cosmas Anyelwisye, Komba Philbert Sixbert
Department of Educational Psychology and Curriculum Studies, College of Education, the University of Dodoma, Tanzania.
The African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of Education, University of Rwanda, Rwanda.
Data Brief. 2022 Apr 25;42:108214. doi: 10.1016/j.dib.2022.108214. eCollection 2022 Jun.
Supporting teacher education in Tanzania has long been a common practice implemented by both local institutions and development partners. Despite a huge investment that has been dedicated to improve teacher education in Tanzania, a lot remains unclear on how direct beneficiaries perceive their engagement with the project activities including the milestones achieved by the implemented projects in teacher colleges (TCs). This article presents data on the experience of pre-service teachers ( = 2,772) participating in the Teacher Education Support Project (TESP), a project collaboratively implemented by the Governments of Tanzania and Canada. In this cross-sectional survey, data was collected from all the 35 public TCs in the Tanzania Mainland from May to August 2021. Exploratory factor analysis was conducted coupled with Monte-Carlo parallel analysis to examine the factor structure of the questionnaire alongside the descriptive analysis of pre-service teachers' responses. The data covers four dimensions of the project services delivered to TCs, including library facilities, teaching and learning materials, science and ICT support as well as teaching and learning methods employed by tutors following TESP intervention. Broadly, useful insights that enlighten the progress made by the TESP so far are presented to stimulate the debate on how to successfully implement a development project geared towards strengthening teacher education in Tanzania and elsewhere. The presented data provides opportunity for educational researchers, teacher educators, policymakers, and curriculum developers to rethink on the key areas that need immediate attention to enhance the important work of preparing teachers in TCs in Tanzania and possibly beyond.
长期以来，支持坦桑尼亚的教师教育一直是当地机构和发展伙伴共同实施的一项常见做法。尽管已投入巨额资金用于改善坦桑尼亚的教师教育，但对于直接受益者如何看待他们参与项目活动，包括师范学院实施项目所取得的里程碑，仍有很多不明确之处。本文介绍了参与教师教育支持项目（TESP）的职前教师（n = 2772）的经验数据，该项目由坦桑尼亚政府和加拿大政府合作实施。在这项横断面调查中，于2021年5月至8月从坦桑尼亚大陆所有35所公立师范学院收集了数据。进行了探索性因素分析，并结合蒙特卡洛平行分析来检验问卷的因素结构，同时对职前教师的回答进行描述性分析。数据涵盖了向师范学院提供的项目服务的四个维度，包括图书馆设施、教学材料、科学和信息通信技术支持，以及在教师教育支持项目干预后教师使用的教学方法。总体而言，本文呈现了有助于了解教师教育支持项目迄今所取得进展的有益见解，以激发关于如何成功实施一个旨在加强坦桑尼亚及其他地区教师教育的发展项目的辩论。所呈现的数据为教育研究人员、教师教育工作者、政策制定者和课程开发者提供了机会，以便他们重新思考需要立即关注的关键领域，以加强坦桑尼亚乃至其他地区师范学院培养教师的重要工作。
