The Impact of In-Service Education and Training on Teachers’ Learning: Perspectives from English Foreign Language Teachers in Tanzania
Table 1
Codes, categories, and themes generated from data analysis.
Codes
Categories/Family
Themes
Classroom management (2-0) Not controlling the class (2-0) Not related (1-0) Silent class (1-0) Teaching aid (3-0) We do not beat students (2-0)
Classroom management (i) Individual differences (ii) Teaching aids (iii) Friendly learning environment
General pedagogical knowledge
Allocating time (7-0) Competence (10-0) Scheme of work (2-0) Teachers’ activities (2-0)
Format for a scheme of work (i) Time (ii) General objective (iii) Competence (iv) Teaching and learning activities
General pedagogical knowledge
Allocating time (7-0) Competence (10-0) Consolidation (3-0) Did not understand…remark (5-0) Format of the lesson plan (10-0) Introduction (2-0) Objective (4-0) Pupil evaluation (15-0) Reflection (3-0) Reinforcement (1-0) Specific objective (4-0) Teacher evaluation (4-0) Writing assessment (2-0)
Format of lesson plan (i) Competence (ii) General objective (iii) Specific objective (iv) References (v) Teaching aids (vi) Lesson stages (vii) Assessment (viii) Students’ evaluation (ix) Pupil evaluation (x) Remark
General pedagogical knowledge
Consider learners knowledge (2-0) New knowledge (1-0) Not applicable (2-0) Now we do like how the syllabus (3-0) Reading skills and subskills (3-0) Student can advise on method (7-0) Supervisor (5-0) Teaching method (13-0)
Structure and organization of the 2005 syllabus (i) Nature of the syllabus (ii) Learner-centered method (iii) The role of the teacher (iv) Integrations of skills (v) Learners’ prior knowledge (vi) Active teaching method
Pedagogical content knowledge
Four skills (2-0) Grammar (2-0) Reading skills and subskills (6-0) Teach listening (3-0) Writing (2-0)
Four skills and grammar (i) Grammar (ii) Listening and reading (iii) Writing and speaking
