Creating Community Of Learners Through Teacher Resource Centres And Strategies For Teachers’ Professional Development: A Case Study Of North Unguja Region, Zanzibar

ABSTRACT

This study addressed the question of how Teacher Resource Centres are used as a strategy to create a community of learners among teachers in North Unguja Region. Creating a community of learners among teachers is understood to be a promising strategy towards teacher professional development. The study has been triggered by concerns on underutilisation of the facility on one side and extremely demand of TRCs on the other part. The study employed a case study design for its focus on a unit of TRCs and qualitative approach on the basis of research questions. A total of 45 respondents were purposefully selected as a sample and consisted of 2 TRC coordinators, 2 subject panels‟ members from sciences and arts. In addition, 4 head teachers, 37 subject teachers were randomly selected. Data was collected through interview, observation and documentary review. Findings of the study revealed that TRCs play significant role in creating community of learners among teachers and also they act as a strategy for teachers‟ professional development; TRCs provide a range of services such as in-service programmes, library services, and as the place of meetings to discuss teacher education issues and other academic matters. The study also indicates that TRC services are accompanied with interaction between teachers, materials and TRC staffs. Further, the study findings brought to light challenges facing TRCs in creating community of learners among teachers and in teachers‟ professional development such as shortage of education materials, lack of personnel. In view of the findings, it is concluded that for TRCs to effectively function as a facility of creating community of learners and at the same time enhances professional development, resources have to come to the front and centre. vi TA