Dominant Ideologies of Classroom Political Learning among Civics Teachers in Tanzania Secondary Schools

Among other things, teachers' classroom practice is influenced by political ideologies that are dominant in society. In 1990s, the system Tanzania changed from a socialist to liberal system, which also (Ujamaa) ideologies. This study examines Civics teachers'(CTs) of learning. It sought find out CTs' perceptions purpose teaching and their democracy while lessons. The employed qualitative research approach, single case study. data were analysed using content analysis framework described Miles Hurberman (1994), is, reduction, display, drawing verifying conclusions. findings indicate socialisation among CTs. established regarding learning Civics, as well practices, largely reflect socialisation. situation concludes little internalisation individuation advocated implies CTs still prefer favoured