International Journal of Research Studies in Education
2024
Volume 13 Issue 18
Available Online: 20 October 2024
Author/s:
Mkulu, Demetria
St. Augustine University of Tanzania, Tanzania (demetria.mkulu@saut.ac.tz)
Abstract:
The aim of this article was to examine the paradigm shift on teachers training in higher Institutions for sustainable Development. Teaching and learning process commenced from Plato’s era. Human kind was forced by globalization, technology, methodology, to adopt paradigm shift so as to advance the whole process of teaching and learning. The universal is moving speedily into progress digital media, becoming more crucial and persists to rise. The contribution of technology, innovation and paradigm shift is the pillar of global progress, there is a need to change the previous sustainable development attitude to embrace an innovative consciousness. Objectives were formulated responding to the research problem: to determine the methodology used to train teachers in higher learning Education, to examine the new teaching and learning methods used for paradigm shift in higher learning, to find out challenges facing new ways of teaching and possible measures to curb. The study was quantitative and qualitative, with explanatory research design and phenomenology was applied. The total number of respondents were 200.The researcher employed questionnaires, in-depth interview guide and personal observation. Validated and reliabilities were checked giving a statistics of 0.82 correlation coefficient that means the instruments were good. Trustworthiness was checked for qualitative tool. Quantitative data was analyzed using SPSS edition 24. The results displayed that Paradigm shift on teachers training in higher learning Institutions for sustainable Development is highly wanting, due to globalization, environmental and technology. Global changes should be included in the prospectus of teacher training. Tertiary institutions were dominated by teacher-centered.
Keywords: paradigm shift, teachers training, institutions, sustainable, development
DOI: https://doi.org/10.5861/ijrse.2024.24117
Cite this article:
Mkulu, D. (2024). Paradigm shift on teachers training in higher institutions for sustainable development Tanzania. International Journal of Research Studies in Education, 13(18), 1-13. https://doi.org/10.5861/ijrse.2024.24117