The impact of teacher educators’ instructional practices on pre-service teachers’ learning experiences: A case study of a teacher education college in southern Tanzania

Abstract

This research aimed at investigating the impact of teacher educators’ practices on pre-service teachers’ during their teacher preparation program. The study focused on practices such as preparation of teaching and learning materials, instructional strategies, leadership as well as the incorporation of gender, inclusion and diversity in teaching and learning. Data for this study was collected from longitudinal research which employed a mixed-method design, following a pragmatic philosophical worldview. Fourteen teacher educators and 108 pre-service teachers were purposively selected from one public teacher education college in southern Tanzania. The findings indicate that teacher educators’ practices have an impact on pre-service teachers’ pedagogical practices. The pre-service teachers’ experiences focused is rooted all the way back to their previous levels of education such as pre-primary and primary, which in turn motivated some of them to opt for a teaching career. Based on the given findings, teacher educators play a role in shaping pre-service teacher educators understanding about teaching and learning.