Abstract: This study aimed at investigating the influence of in-service training on primary school teachers’ pedagogical practices in Dodoma City, Tanzania, guided by Knowles’ Adult Learning Theory (Andragogy). Employing a qualitative case study design, data were collected through semi-structured interviews, focus group discussions, and document reviews from 22 participants, including 20 teachers and 2 headteachers. The findings revealed that in-service training significantly improved classroom management, lesson preparation, curriculum adaptation, and instructional methods. Teachers reported enhanced student engagement, confidence, and participation through student-centred approaches, collaborative learning, and integration of technology. The training also fostered professional growth, reflective teaching, and stronger teamwork, creating supportive professional learning environments. The study concludes that continuous, context-specific professional development is essential for improving teaching effectiveness and promoting inclusive, interactive classrooms. It recommends expanding training programs, emphasizing curriculum adaptation, ICT integration, and establishing professional learning communities to sustain educational quality and enhance student learning outcomes.

Abstract: This study evaluated the challenges faced by teachers and students in the teaching and learning of English in public secondary schools in Tanzania. Despite curriculum reforms promoting the Communicative Approach (CA) to enhance language competence, English performance remains persistently low in national examinations. The research employed a descriptive design, targeting 28,440 students and 158 teachers, with data collected from 16 schools and 79 teachers using interviews and validated tools. Findings revealed that many teachers lacked a clear understanding of CA, often equating it solely with classroom interaction while neglecting essential components such as grammatical and discourse competence. Resistance to adopting CA was prevalent, primarily due to workload, large class sizes, and rigid syllabi, leading teachers to prefer the traditional, teacher-centered information approach. Moreover, the dominance of Kiswahili in and outside school environments limited learners’ exposure to and practice of English, contributing to poor communicative competence. Student challenges included low confidence, limited vocabulary, and lack of motivation. The study concluded that these pedagogical, institutional, and linguistic barriers significantly hinder effective English language acquisition. It recommends targeted professional development to strengthen teachers’ pedagogical practices, curriculum redesign to align with communicative goals, and increased support for immersive English use through clubs or “English zones.” Addressing these challenges is crucial for improving English proficiency and equipping learners for academic and socio-economic success in a multilingual context.