Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools

Stephano Mbise; Chrispina Lekule

doi:10.37284/eajes.6.3.1544

Stephano Mbise St. Augustine University of Tanzania
Chrispina Lekule St. Augustine University of Tanzania

DOI: https://doi.org/10.37284/eajes.6.3.1544

Keywords: Constructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood

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Abstract

This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood

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