From Workshops to Classroom Practice: Professional Development and Observed Instructional Practices in Tanzanian Physics Classrooms

Abstract

Professional development (PD) is widely recognised as a key strategy for supporting competency-based education. However, limited classroom-based evidence exists regarding how teachers’ professional learning is reflected in their instructional practices, particularly within secondary school Physics education in Tanzania. This study aimed to examine secondary school Physics teachers’ professional development experiences and their relationship with observed instructional practices within the context of competency-based education in Tanzania. Guided by Fullan’s Theory of Educational Change, the study employed a convergent mixed-methods design involving questionnaire data from 33 secondary school Physics teachers, classroom observations of 17 purposively selected teachers, and qualitative data from semi-structured interviews and focus group discussions. The findings showed that teachers participated predominantly in workshops and other short-term professional development activities, while sustained forms of professional learning, such as mentoring, collaborative learning, and school-based support, were less common. Classroom observations revealed inconsistent implementation of learner-centred and competency-based instructional practices. Although teachers with broader participation in professional development generally demonstrated stronger learner-centred practices, the relationship was positive but not statistically significant. Qualitative evidence indicated that inadequate laboratory facilities, limited instructional resources, insufficient pedagogical support, and other school-level constraints influenced teachers’ ability to translate professional learning into classroom practice. The findings suggest that professional development is an important but insufficient condition for improving competency-based Physics instruction. Meaningful instructional improvement requires continuous professional learning supported by adequate resources, mentoring, and enabling school conditions. The study contributes classroom-based evidence on how professional development supports curriculum implementation in resource-constrained educational contexts.