Teachers’ Perception on Critical Thinking in Secondary School in Tanzania: A Case Study of Mjimwema Ward

The purpose of this study was to investigate the Teachers’ Perception on Critical Thinking inSecondary School in Tanzania: Case Study of Mjimwema Ward in Temeke Municipality, Dar es Salaam, Tanzania. Three research objectives guided this study, namely: examine teachers’ perspectives about critical thinking in secondary schools, assess strategies teachers use to inculcate critical thinking to secondary school, and Explore challenges that teachers face as they teach critical thinking in secondary schools in Tanzania. The study employed qualitative and quantitative approach and procedures in sampling, data collection (i.e. Focus group discussion and Observation) and analysis. It was conducted in four secondary schools which were Aboud Jumbe, Kisota, Kibugumo, and Kidete secondary schools. The findings revealed that Critical thinking issue are embedded with numerous variables of in and out of the class thus the perception tend to differ in regarding to different school of thoughts of depending ones need and locality criterion. Moreover, the results showed that the teacher’s perceptions on critical thinking in secondary school differ in stand in understanding critical thinking as some view as critical thinking as purely the work Mind and observablefacts whereas other sees as inquisitive in nature, flexible, fair and open minded. The data revealed that the determinant factors for lacks strategies, skills and methodologies on how to inculcate critical thinking to their students as well they lack clarity on what ways they could opt to instill critical thinking. For example; the absence of in service training, upgrading course and workshop to train teachers to meet with the ever changing of science and technology and thus every teacher do in his or her way in teaching their class as well their classes.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Mkomele, Kuruthum Issa

• 370 Education

Language dc:language

en