Exploring teachers’ classroom practices in teaching reading skills to young learners: A comparative study of two selected public primary schools in Mvomero District, Tanzania

Teachers in a school meet for the purpose of teaching, share resources while implementing the curriculum. Also teachers in a school setting interact and learn from one another as they conduct their professional routines. Thus the interaction facilitates collaboration with a focus of improving pupils’ performance. When teachers interact and learn from one another they practice community of practice. Therefore the study was to find out the forms of interactions the teachers engaged in a school and how the interactions supported their professional growth. The study adapted a qualitative case study approach focusing on one public primary school. The main findings were interactions through collaborative leadership, collaborative discussion, consultations and school organisational programs. During the interactions the teachers learned subject content knowledge, methodology, class management and values such as commitment, collaboration and respect. Leadership had a crucial role as it created a motivating environment that facilitated teachers’ interactions. Through these forms of interactions teachers shared expertise for professional growth. However the interactions were neither proficient in terms of systematic COP nor were activities documented. Documentation is crucial for purposes of reflection, monitoring and evaluation, feedback and planning. Nevertheless, I learnt that there are valuable opportunities to learn and improve professionally in the school if teachers work as a community of practice. Professional growth do not only feature in pedagogy and content knowledge, but aspects of teachers’ attitude in the profession and team work can influence teacher quality and hence learners’ performance. I recommend the application of community of practice as a resourceful concept for professional growth within the schools