The Influence of Inservice Training on Pedagogical Practices of Primary School Teachers in Dodoma City, Tanzania

Haule Grasia & Milka Otieno
St John’s University of Tanzania
Email: grasiahaule@gmail.com

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.