n Journal of Gender, Information and Development in Africa (JGIDA) - Repositioning teachers for optimal learning in Africa through action research

Volume 3, Issue 1_2
  • ISSN : 2050-4276
  • E-ISSN: 2050-4284


Education scholars agree that several factors contribute to the low quality of education in Sub Saharan Africa (SSA) including the way teachers teach. This article focuses on the impact of educational practices to enhance students' learning while also improving the quality of education in Africa. Drawing from community of practice perspective which sees learning as a process that does not take place in an individual mind but rather in a participation framework, the article highlights ways in which an action research study using a writing workshop to guide teachers and students in one primary school in Northwestern Tanzania create books for their school library repositioned teachers for optimal teaching and learning. About 19 teachers and 119 sixth grade students were involved in addition to 19 parents. By examining interviews and participant observations, the data seems to suggest that teachers mediated learning and they were able to notice and name students' learning in ways they could not do before.

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