Abstract

This is a working paper focusing on the challenges that Tanzanian teachers face in rural primary and pre-primary schools. The paper provides background on rural development in Tanzania as well as an overview of education in the country including the issue of language of instruction. This working paper provides observations and reflections from first-hand fieldwork conducted in July and August 2013. The researcher spent 7 weeks in Tanzania, Africa visiting rural primary and pre-primary schools, observing the lessons, interviewing the teachers, and tutoring one Maasai orphan in English literacy alongside a Kiswahili teacher teaching Kiswahili literacy. The data collected were interviews, observation notes, video recordings, and pictures. From the data, conclusions are drawn regarding the implications of rural development and language of instruction for primary and pre-primary teachers in rural Tanzania. In light of the challenges that these teachers face, recommendations are made for teacher training in rural Tanzania.
 

Keywords: Tanzania, primary school, pre-primary school, rural development, language of instruction, teacher training