Challenges of teaching and learning space dynamics in ever-changing climatic conditions in Secondary schools in Tanzania

Abstract

The teaching and learning of space dynamics, which basically addresses dynamic content such as weather and climate, presents significant challenges to teachers due to its complexity and ever-changing nature. This study examines the practical experiences of teachers in navigating these challenges within the context of Tanzania. The study employed a mixed-methods research approach, and an embedded mixed research design. To collect data, the study used documentary reviews, semi-structured interviews, and open-ended questionnaires. A sample of 20 geography teachers from seven selected schools in the Dodoma Region participated in the study. The findings reveal that teachers face major constraints such as insufficient teaching resources and inadequate professional training. Moreover, the complexity of the space dynamics and teachers’ incompetence impeded the development and assessment of the intended competencies. The study further indicates that teachers and students focus on success in the national examination, at the expenses of practical application of knowledge in real-world contexts. The study concludes that without appropriate interventions, the ability of both students and teachers to effectively contribute to mitigating the adverse impacts of climate change will remain unfulfilled. To enhance the teaching and learning of space dynamics in secondary schools, it is recommended that the government should increase funding for teachers' professional development programs; and provide facilities including digital technologies to support the design and adaptation of teaching materials.