Anonymous
Dec 6, 2023
How does teaching differ in three approaches as suggested by Paul Ramsden 1992? explain what you think works best in Tanzania?
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Dec 6, 2023
Paul Ramsden (1992) suggests three approaches to teaching: the transmission approach, the apprenticeship approach, and the developmental approach. Each approach has its own characteristics and effectiveness in different contexts. In the case of Tanzania, the developmental approach seems to work best.
1. Transmission approach: This approach focuses on the transfer of knowledge from the teacher to the students. The teacher is seen as the expert who imparts information, and students are expected to passively receive and memorize this information. The transmission approach is often characterized by lectures, textbooks, and exams.
In Tanzania, the transmission approach may not be the most effective method. The country faces challenges such as large class sizes, limited resources, and a diverse student population. In this context, a passive learning approach may not engage students effectively, and the emphasis on memorization may hinder critical thinking and problem-solving skills.
2. Apprenticeship approach: This approach emphasizes learning through practical experience and real-world application. Students are actively involved in hands-on activities, and the teacher acts as a mentor or guide. The apprenticeship approach encourages students to develop skills and knowledge through observation, practice, and reflection.
The apprenticeship approach could be beneficial in Tanzania, particularly in vocational and technical education. By providing students with practical experiences and allowing them to apply their knowledge in real-world settings, this approach can enhance their employability and skills development. However, it may not be suitable for all subjects or levels of education.
3. Developmental approach: This approach focuses on the holistic development of students, including their intellectual, emotional, and social growth. It recognizes that learning is an active process and encourages students to construct their own knowledge through inquiry, critical thinking, and problem-solving. The teacher acts as a facilitator, guiding students in their learning journey.
The developmental approach aligns well with the needs of Tanzania's education system. It promotes student-centered learning, which can help address the diverse needs and backgrounds of students. This approach encourages active engagement, critical thinking, and creativity, which are essential skills for Tanzania's future workforce. Additionally, the developmental approach fosters independent learning and lifelong learning habits, which are crucial for students to adapt to a rapidly changing world.
In conclusion, while all three approaches have their merits, the developmental approach seems to work best in Tanzania. It promotes student-centered learning, critical thinking, and independent learning, which are essential for the country's educational and economic development. However, it is important to consider the specific context and needs of Tanzania when implementing any teaching approach.
1. Transmission approach: This approach focuses on the transfer of knowledge from the teacher to the students. The teacher is seen as the expert who imparts information, and students are expected to passively receive and memorize this information. The transmission approach is often characterized by lectures, textbooks, and exams.
In Tanzania, the transmission approach may not be the most effective method. The country faces challenges such as large class sizes, limited resources, and a diverse student population. In this context, a passive learning approach may not engage students effectively, and the emphasis on memorization may hinder critical thinking and problem-solving skills.
2. Apprenticeship approach: This approach emphasizes learning through practical experience and real-world application. Students are actively involved in hands-on activities, and the teacher acts as a mentor or guide. The apprenticeship approach encourages students to develop skills and knowledge through observation, practice, and reflection.
The apprenticeship approach could be beneficial in Tanzania, particularly in vocational and technical education. By providing students with practical experiences and allowing them to apply their knowledge in real-world settings, this approach can enhance their employability and skills development. However, it may not be suitable for all subjects or levels of education.
3. Developmental approach: This approach focuses on the holistic development of students, including their intellectual, emotional, and social growth. It recognizes that learning is an active process and encourages students to construct their own knowledge through inquiry, critical thinking, and problem-solving. The teacher acts as a facilitator, guiding students in their learning journey.
The developmental approach aligns well with the needs of Tanzania's education system. It promotes student-centered learning, which can help address the diverse needs and backgrounds of students. This approach encourages active engagement, critical thinking, and creativity, which are essential skills for Tanzania's future workforce. Additionally, the developmental approach fosters independent learning and lifelong learning habits, which are crucial for students to adapt to a rapidly changing world.
In conclusion, while all three approaches have their merits, the developmental approach seems to work best in Tanzania. It promotes student-centered learning, critical thinking, and independent learning, which are essential for the country's educational and economic development. However, it is important to consider the specific context and needs of Tanzania when implementing any teaching approach.
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