Original article | Turkish Journal of Teacher Education 2016, Vol. 5(2) 127-151
Joseph Reginard Milinga
pp. 127 - 151 | Manu. Number: tujted.2018.016
Published online: November 21, 2018 | Number of Views: 23 | Number of Download: 176
With the ever growing need for inclusive education, teachers’ prosocial attributes are considered important in facilitating students’ learning. Today, universities and university colleges are among core institutions entrusted with the responsibility of preparing teachers. While student diversity is significant in many classrooms today, little has been written about teacher preparation in Tanzania focusing on how universities and university colleges prepare teachers in both the academic and prosocial sides of education so that they can transmit the same to learners as they embark on teaching. Linked to both available literature and personal experience, the need to integrate prosocial education into teacher education programmes in universities and university colleges is emphasized in the paper, and suggestions to this end are provided. Along with shed lighting on some anticipated challenges to producing teachers with prosocial orientations, the paper concludes on areas that need to be researched for improved teacher preparation in Tanzania.
Keywords: Inclusion, prosocial education, Tanzania, teacher preparation, universities.
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