International Journal of Educational Reform· 2026Q2
Exploration of Teachers’ Pedagogical Beliefs and its Perceived Influence on Teaching Physical Education in Tanzanian Secondary Schools
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- Q2SCImago
- 2026year
Short summary
Tanzanian secondary school physical education teachers predominantly use teacher-centered methods (e.g., lectures, limited prep) despite a curriculum promoting learner-centered approaches, indicating their beliefs directly influence classroom practice.
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Key points
- Tanzanian secondary school physical education teachers primarily employ teacher-centered instructional practices.
- These practices include a preference for lecture-based methods and limited lesson preparation.
- The findings contradict the curriculum's advocacy for learner-centered teaching.
- Teachers' pedagogical beliefs are identified as the key factor shaping their teaching methods.
AI-generated from the title and abstract; the full text is not read.
Abstract
This study aimed to explore teachers’ pedagogical beliefs and their perceived influence on the teaching of Physical Education in secondary schools in the Dar es Salaam and Ruvuma regions of Tanzania. Data were collected from eight purposively selected physical education teachers through interviews, classroom observations, and document reviews. The findings revealed a dominance of teacher-centred instructional practices, characterized by a preference for lecture-based methods and limited lesson preparation. Although the educational curriculum advocates learner-centred teaching, its implementation remains limited. It was concluded that teachers’ beliefs shape classroom practices. It therefore recommends targeted professional development programs to promote learner-centered teaching approaches.
The authors' abstract, as published at the source. International Journal of Educational Reform, 2026 · DOI ↗
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Field: Physical Therapy, Sports Therapy and Rehabilitation
Physical Therapy, Sports Therapy and RehabilitationHealth Professions