“To tell you the truth,I did not choose early childhood education”: Narratives of becoming a pre-primary teacher in Tanzania |
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| Institution: | 1. Department of Curriculum and Instruction, Language, Diversity and Literacy Studies, Texas Tech University, 3008 18th Street, Box 41071, Lubbock, TX 79409, United States;2. Professor and Director of Academic Programming and Delivery Division, Office of the Principal, University of the West Indies, Cave Hill Campus, Barbados;3. Department of Educational Theory and Practice, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222, United States;4. Department of Teaching and Learning, College of Education, 4202 E. Fowler Ave., Tampa, FL 33620, United States;1. University of Guayaquil, Ecuador;2. Program Prometeo-Senescyt, Ecuador;3. University of Granada, Spain;1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States;1. Higher Education Development Centre, University of Otago, PO Box 56, Dunedin 9054, New Zealand;2. Educational Assessment Research Unit, University of Otago, PO Box 56, Dunedin 9054, New Zealand;3. University of Otago College of Education, PO Box 56, Dunedin 9054, New Zealand;4. Sir John Walsh Research Institute, PO Box 56, Dunedin 9054, New Zealand |
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| Abstract: | The current global focus on expanding access to early childhood education (ECE) is accompanied by calls to professionalize the ECE teaching force. In Tanzania, efforts to improve the quality of teaching and learning at the pre-primary level led to the development of a new pre-primary diploma training program. In this article, I examine this effort from the perspective of 12 prospective teachers. By tracing their narratives of becoming a pre-primary teacher, I demonstrate how diploma students navigated competing discourses and incorporated institutional discourses into their own narratives as a way of exercising agency in a context of constrained opportunity. |
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| Keywords: | Policy Early childhood education Developing countries Preservice teacher education Narrative inquiry |
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