Evaluating the effectiveness of the in-service training for English foreign language teachers in Tanzania

Abstract

In 2005, the curriculum for the English language in ordinary secondary schools in Tanzania was transformed from a content to a competency-based curriculum. The change necessitated the government and other education stakeholders to commit to regular teachers’ in-service training, whereby training of English foreign language teachers (EFL) (among others) was made a priority. However, despite the efforts, the inadequate proficiency of EFL teachers in implementing competency-based English language teaching persists. Moreover, in-service training (INSET) is frequently mentioned among the limiting factors. Yet, while INSET is to blame, an in-depth evaluation of their effectiveness is missing. Therefore, the study evaluated the effectiveness of in-service training in helping EFL teachers interpret the competency-based syllabus and teach its components. The study was guided by social constructivism theory, andragogy theory and Stakes’ responsive evaluation model. Methodologically, the study was conducted in the Kilimanjaro and Manyara Regions, and guided by an interpretive research philosophy and a qualitative research approach. The narrative research design was used to collect data from district and zonal education officers, trainers, trainees and heads of schools involved in designing and implementing INSET at the regional levels. Thirty-fourpurposely-selected participants were interviewed, and other data were obtained using documentary reviews. All data were thematically analysed using ATLAS.ti. and manually. The overall findings suggest that the in-service training was partially effective. Respondents positively appraised the INSET on its relevance, incentives, content, teaching methods, trainees’ involvement during the lesson and its impact on knowledge. However, the context was affected by a lack of content customisation, limited training duration and poor cascading plans. A fund shortage, inadequate learning material and facilities, a deprived learning environment, poor preparation and selection of regional national facilitators also impacted the training. The content was partially covered during implementation, with poor assessment strategies and a limited link between competencybased theory and classroom practice. Lastly, there was a discrepancy in some facets of knowledge gained and limited change stories on planning, teaching, and assessing grammar. Considering the above findings, the study recommends that the MoEST, PORALG and TIE improve the training antecedent by customising training per teachers’ needs, establishing effective cascading plans, and extending training duration. The resources can be improved by providing sustainable funding, carefully selecting and training national and regional facilitators, improving training centres and equipping them with materials and up-to-date training facilities. The training delivery should be improved by linking theory and practice and providing practical assessment tasks. Lastly, more INSET should be provided to solve the discrepancy in some facets of knowledge gained and limited change stories related to grammar. The study contributes to the body of knowledge in language education by filling the gap regarding the effectiveness of inservice training. Theoretically, the study contributes to the adult learning theory that the need to learn is not always internal. External factors such as training incentives, with economic impact, also motivate adult learning. The issue of incentive provision can also be added to the feature for effective INSET implementation. However, while the study has highlighted several issues for INSET effectiveness, research should be done to evaluate the INSET’s effectiveness in improving EFL teachers’ CBLT at other levels of education. Another study should make classroom observations of trained EFL teachers to analyse a change in their classroom practice, and one more research should attempt to collect data from training designers and implementors at the national level to broaden the perspectives of in-service training effectiveness.