Psychologist’s Feelings/Perspective of Teacher Violence in Tanzanian Secondary Schools: Angry and not Surprised by the “Mbeya Incidentâ€
DOI:
https://doi.org/10.61538/huria.v24i3.378Abstract
This article is a reflection on a violent incident that occurred in one secondary school in Mbeya. There was a clip circulated showing studentteachers physically beating and manhandling a secondary school student. The article uses the episode to highlight conditions that leads to teacher violence in Tanzania. A critical analysis method is used in making reflections based on some psychological aspects and author’s experiences as a teacher. Issues that raise concerns in the clip and other news reports include politicization of teaching processes; criminalization of teachers’ misconduct and students’ misbehaviour and disorders; and lack of accountability. In teacher education programmes the author identifies the following deficiencies that undermine student-teachers’ performance during teaching practice exercise: focusing on teaching about teaching rather than training; ignoring counselling practicum; lack of mentorship; and lack of support for teachers’ needs. At the end there are suggestions on how to remedy teacher educations programmes in Tanzania.ÂReferences
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