##issue.issue##

##issue.vol## 9 ##issue.no## 1 (2020)

Exploring Teachers’ Understandings of School-based Professional Learning in a Tanzanian Secondary School

https://doi.org/10.56279/jhss.v9i1.32
Rehema Japhet Mwakabenga
Dar es Salaam University College of Education, Tanzania
Sally Hansen Massey
Hansen Massey University, New Zealand
Alison Sewell Massey
University, New Zealand

Corresponding Author(s) : Rehema Japhet Mwakabenga

rmwakabenga@gmail.com

Journal of Humanities & Social Science (JHSS), ##issue.vol## 9 ##issue.no## 1 (2020)

##article.abstract##

Teachers can positively engage in professional learning if they are knowledgeable about its
processes and the roles they can play in it. However, teachers often lack a clear
understanding of what constitutes effective professional learning practices and they are
often unsupported to engage in it. This paper reports on part of a larger study that explored
Tanzanian teachers’ understandings of professional learning prior to participating in a
school-based professional learning (SBPL) model. This teacher-led model of professional
learning supported four secondary school teachers to engage in a professional learning
inquiry based on the needs of their students. Qualitative research methods, such as
interviews and focus group discussions, were used to collect data through an actionresearch design. The findings indicated that the four teachers had limited understandings
of the SBPL concept, and could neither explain how a well-crafted SBPL might be
implemented. Also, they were not familiar with the range of support services available to
help them in SBPL, or aware of the roles they could play in their professional learning.
During the SBPL intervention, the teachers began to develop shared understandings about
its inquiry processes and values to support their learning about teaching. Based on these
findings, it is recommended that teachers be supported to understand and engage in SBPL
to promote their learning, and ultimately enhance students’ achievement.
Keywords: , , ,
understanding

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Exploring Teachers’ Understandings of School-based Professional Learning in a Tanzanian Secondary School. (2020). Journal of Humanities & Social Science (JHSS), 9(1). https://doi.org/10.56279/jhss.v9i1.32
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