Authors: Eva Omary Luwavi (National Institute of Transport, Tanzania) and Anathe R. Kimaro (Institute of Adult Education, Tanzania)
Abstract: This study investigated the alignment between university teacher education curricula and the secondary school syllabi that graduates are expected to teach in Tanzania. Using a qualitative multiple embedded case study design, data were collected from four universities and six secondary schools through semi-structured interviews, focus group discussions and documents. Respondents included 18 university academics, six heads of schools and two School Quality Assurers. Comparative document analysis examined science (Physics, Chemistry, Biology) and arts (Geography, History) course outlines in relation to national syllabi. Findings indicate partial alignment in the sciences, with overlap in foundational topics but significant gaps where university content is either too advanced or irrelevant to the needs of schools. Arts subjects exhibited stronger alignment, although some content extends beyond the secondary requirements. Pedagogical components are included in university curricula but are often taught separately from subject content, limiting the integration of pedagogical content knowledge (PCK) and constraining readiness for Tanzania’s competence-based curriculum (CBC). The study concludes that weak alignment in science, partial misalignment in arts, and fragmented pedagogy undermine teacher preparedness. It recommends closer collaboration between universities and the Tanzania Institute of Education, embedding subject-specific pedagogy, integrating PCK into disciplinary courses, expanding practicum opportunities, and strengthening continuous pedagogical training to enhance classroom applicability and support CBC implementation.