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All Journal Indonesian Educational Research Journal Gifted: Journal of Early Childhood Education
Mligo, Ignasia
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Education Languange, Linguistic, Communication & Media Other

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The Use of Photography in Teaching and Learning in Tanzanian Pre-Primary Education Mligo, Ignasia
Indonesian Educational Research Journal Vol. 2 No. 2 (2024): Teaching and Learning at the Educational Unit Level.
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i2.45

Abstract

The purpose of this study was to investigate the relevance of using photography in Tanzanian Pre-Primary Education learning context. Experience showed that pre-primary teachers lacked knowledge of the importance of photography in teaching and learning to young children. Constructivism theory underpinned the study. As young children learn by using photography, they experience the world and reflect upon those experiences. So, they build their own representations and incorporate new information into their pre-existing knowledge. This qualitative study employs a case study design. A total of 24 study informants participated in the study; 11 were males and 13 were females, whereby 18 were pre-primary children and six (06) were pre-primary teachers. Data were collected through interviews; classroom observation and documentary reviews where thematic analysis were conducted using various constructs. The study revealed that using photography as teaching approach made classroom active, it enables children to develop their own ideas, creativity, inquisitiveness, and well engaged. Thus, enhancing their own interpersonal skills while at the same time enquiring the authenticity and relevance of the concepts at hand. The situation was different from what happened before teaching by using photography where children were passive and take in information from teachers. The study recommends that teaching and learning through photography as an approach should be integrated in the pre-primary curriculum. Also, government policy makers should take into consideration the use of photography in schools to enhance teaching and learning activities.
Challenges of Assessment of Learners with Disabilities in Pre and Primary Schools: Experience from Rukwa Region in Tanzania Mligo, Ignasia; Muhammed, Shehe Abdalla
Gifted: Journal of Early Childhood Education Vol. 2 No. 1 (2024)
Publisher : Departemen Penelitian dan Pengembangan Perkumpulan Program Studi PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/gifted.v2i1.18

Abstract

This paper investigated the challenges of assessing learners with disabilities in Tanzanian primary schools. It explored the views of teachers and learners with disabilities regarding the challenges of assessments for learners with disabilities, and what needs to be done to address the situation. This paper reports findings from a qualitative study that employed a case study design in four primary schools in Tanzania. A total of 34 participants were engaged in the study using a purposive sampling strategy: 04 Heads of schools, 10 special needs specialist teachers, 20 pupils with different disabilities, where 09 had hearing impairment, 07 were visually impaired, and 04 had physical disabilities. Data were generated through interviews, focus group discussions, and document reviews. The findings indicated that the assessment of learners with disabilities in Tanzania is still unsatisfactory due to insufficient resources, insufficient supportive infrastructure, poor assessment environment and insufficient experts in the area to support learners with disabilities. Furthermore, the study findings indicated the challenges in curriculum implementation. It is also revealed that pupils with disabilities have their own way of learning, different from pupils without disabilities. According to their nature, teachers use much time to teach them and not easy to finish the syllabus on time, pupils in some cases find some questions whose topics were not covered. This study recommends that there is a need for a forging of partnership between the government and the practitioners. Government policymakers should set clear policies regarding learners with disabilities in diverse aspects such as human, fiscal and time resources. There is also a need for legal frameworks to be in place to protect learners with disabilities from neglect, social stigma and prejudice. Learners with disabilities are to be effectively dealt with, so learners should be empowered to reach their potentials in life.
Co-Authors Muhammed, Shehe Abdalla