Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania

This study investigates teacher educators’ perceptions of and challenges affecting the use critical pedagogy in higher education Tanzania. The employed a qualitative case design collected in-depth data through semi-structured interviews direct classroom observations. findings showed that is significant approach for developing students’ abilities to do reflection. However, demands building friendly relationship with students encouraging dialogic interactions; all these lead reflection return, ensuring better understanding subject content. Most importantly, report several related presence crowded classes, lecturing teaching style English as language instruction, unsuitable assessment format university guided lack resources. These impede effective teaching. To overcome such challenges, policy makers institutional leaders need rethink providing resources learning at programmes. concludes by practising what educators perceive be pedagogy, classrooms will transformed into places liberation. Further, while this does not intend make any generalisation, might interest international who are interested employing effectively.