Did They Even Make a Call? An Inquiry into Tanzanian Teachers’ Experiences with the Implementation of In-Service Training

Abstract

Following the 2005 curriculum reform, the Government of Tanzania, with the support of education stakeholders, embarked on a process to transform in-service English-language teachers’ teaching practice from a content-based to a competence-based curriculum through in-service training. Although these reform efforts are well documented, previous studies continue to report challenges in implementing the curriculum. Despite these persistent challenges, the effectiveness of in-service training delivery, as reflected by those in attendance, remains largely undocumented. Thus, this qualitative study explores English as a Foreign Language (EFL) teachers lived experiences of participating in in-service training. Twenty-seven respondents, purposefully selected, were interviewed. Data were also obtained through documentary reviews and were thematically analysed. The findings indicated that the content was relevant, facilitation was adequate, and teaching methods were active and interactive. However, participants reported that content coverage was insufficient; the trainers’ mastery of the content was limited; there was a lack of ongoing support; and the link between competency-based theory and classroom practice was weak. These gaps might constrain teachers’ ability to translate training inputs into sustained instructional change. Hence, the need for improved in-service training delivery so that competence-based language teaching becomes not only theoretically appealing but also practically achievable. This can be achieved by making the training more practical, ensuring adequate content coverage, selecting national-level trainers with demonstrated expertise in competence-based language teaching, and providing continuous post-training support. From a policy perspective, the findings indicate that the success of the INSET programme depends not only on relevant content and the use of interactive methods but also on the quality and coherence of implementation systems. Thus, the study calls for a policy shift from expanding access to strengthening quality, continuity, and practice-oriented professional support.