Student Teachers’ Involvement in Internal Quality Assurance Processes and its Impact on 21st Century Skills in Tanzania Teacher Colleges

Abstract

The study sought to evaluate the impact of student teachers’ involvement in Teacher Colleges’ quality assurance processes on 21st century skills in Tanzania. The study was guided by students’ involvement theory.  The main was pragmatism paradigm and students’ involvement was adopted as a theoretical framework. Data were gathered through questionnaires and interviews. Results were presented in mean, standard deviation, and inferential statistic measures. The participants felt crucial for student teachers to be adequately involved in all the six quality assurance domains.  This involvement positively and significantly predicted the development of the most of 21st century skills.  The study concludes that urgent need to involve student teachers in internal quality assurance processes is an inevitable attempt for the development of 21st century skills required for their teaching profession. Other researchers may develop a scale to measure the 21st century skills among student teachers in Tanzanian context.