Enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges: constraints and mitigating strategies

Abstract

This study aimed at enhancing inquiry-based learning skills with ICT to pre-service teachers in Tanzanian teacher colleges. The study employed a qualitative research approach along with a hermeneutic phenomenological design to explore participants' in-depth information about the phenomena. The purposive sampling strategy was employed in the selection of the participants who provided pertinent data through interviews and focus group discussions as methods for data collection. A total number of 56 participants were involved in the study, including 4 college principals, 20 tutors and 32 pre-service teachers. Inductive thematic analysis was also used to analyse the data collected. The study found that tutors encounter several constraints in integrating ICTs to foster IBL skills, including limited internet connectivity, insufficient ICT facilities and limited understanding of IBL methods for developing IBL skills. Moreover, the findings revealed that tutors had limited exposure to specific ICT tools that may foster IBL skills. In that regard, the study asserted a number of mitigating strategies to address the constraints, such as the use of offline resources, zero-rating internet, sharing of available digital devices, and institutional support. Furthermore, the study has recommended that there is a need to ensure that the resources are mobilised; there should be in place a critical investment in ICT infrastructure coupled with explicitly integrating IBL skills in the curriculum, thereafter organising tailored professional development training to expose tutors with ICT tools in order to foster IBL skills among pre-service teachers.