UNIVERSITY OF DAR ES SALAAM
DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION (DUCE)

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MJEGE KINYOTA

Senior Lecturer, Dar Es Salaam University College Of Education
Education:

Ph.D (Comparative Education), Beijing Normal University, P.R.C (2019)

Teaching:

  1. Science, Technology, Engineering and Mathematics (STEM) education
  2. Curriculum and instruction
  3. Instructional design in STEM
  4. Research methods in education

Research:

  1. Teaching and learning in STEM
  2. Teacher professional learning
  3. Social justice issues in STEM
  4. Informal learning in STEM.

Projects:

Integrating Science Technology Engineering and Mathematics (STEM) in Early Childhood Education (ECE) in Tanzania: A focus on teachers’ competences – (2020-2021)

Sponsored by Dar es salaam University College of Education (DUCE) Research fund

Publications:

  1. Alduais, A., Muthanna, A., Nyenyembe, F. W., Chatambalala, J., Taye., M. T., Haque, M. S., Kinyota, M., & Kavenuke, P. S. (2022). The (national) doctoral dissertations assessment in China: An interpretive phenomenological analysis. International Journal of Doctoral Studies, 17, 115-140. https://doi.org/10.28945/4938
  2. Nitas, S. I., Kayombo, J. J., Kinyota, M. & Misiaszek, G. W. (In Press). Southern epistemologies for disrupting Northern Global Citizenship (Education) models: Ecopedagogical analysis and reinvention. In E. Bosio & Y. Waghid (Eds.), Global Citixenship Education in the Global South: Educators Perceptions and Practices
  3. Kinyota, M. & Rwimo, B. S. (2022). Developing Student Teachers’ Conceptions of the Nature of Science: An Assessment of a Pre-service Science Teacher Programme in Tanzania, African Journal of Research in Mathematics, Science and Technology, DOI: 10.1080/18117295.2022.204178
  4. Rukondo, N. & Kinyota, M. (2021). Influence of Femininity and Masculinity Traits on Participation and Perfomance in Science, Technology, Engineering and Mathematics of Undergraduate Students in Tanzania. Papers in Education and Development, 39 (1)
  5. Kinyota, M. (2021). A Portrait of the Gender Gap in STEM: A Focus on Identity Formation Among Final-year Undergraduate Students in Tanzania. Journal of Education, Humanities and Sciences, 10 (3), 1–18.
  6. Kyaruzi, F., Kinyota, M., & Rukondo, N. (2021). Validation of Student Attitudes toward STEM (S-STEM) Survey in Secondary Schools in Tanzania. Journal of Education, Humanities and Sciences, 10 (5), 40–58.
  7. Kavenuke, P.S., Kayombo, J., & Kinyota, M. (2021). Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania. Center for Educational Policy Journal, doi: 10.26529/cepsj.1058
  8. Kinyota, M., & Kavenuke, P. S.(2020). Are Pre-service Teachers Prepared to Teach? Investigating their Locus of Control, Self-efficacy and Attitude towards the Teaching   Profession and Teaching Subjects. Papers in Education and Development, 38 (2), 29-54.
  9. Kinyota, M. (2020). Implementing ecopedagogical in highly centralised curricula contexts: A critical analysis of an environmental education course taught at one Tanzanian university. International Studies in Sociology of Education, https://doi.org/10.1080/09620214.2020.1854824
  10. Kinyota, M. (2020). The Status of and challenges facing secondary science teaching in Tanzania: A focus on inquiry-based science teaching and the nature of science. International Journal of Science Education, https://doi.org/10.1080/09500693.2020.1813348
  11. Kinyota, M. (2020). Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzanian: Lessons from South Africa and the United States. Journal of Education, Humanities and Sciences, 9(1), 52-71.
  12. Kavenuke, P.S., Kinyota, M., & Kayombo, J.J. (2020). The Critical Thinking Skills of Prospective Teachers: Investigating their Systematicity, Self-confidence and Scepticism. Thinking Skills and Creativity, 37, https://doi.org/10.1016/j.tsc.2020.100677.
  13. Kinyota, M. (2019). The role of teachers’ instructional moves on students’ problem-solving skills: A discourse analysis of mathematics lessons in the USA and Tanzania. Papers in Education and Development, 37(2), 48-69.
  14. Kinyota, M., & Kavenuke, P.S., Mwakabenga, R.J. (2019). Promoting Teacher Professional Learing in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities. Journal of Education, Humanities and Sciences, 8 (1), 47-63
  15. Kavenuke, P.S., & Kinyota, M. (2018). Does going abroad benefit my country? Views of highly skilled personnel from Sub-Saharan Africa on brain drain-brain circulation. Mkwawa Journal of Education and Development, 2, 1-19.
  16. Kinyota, M., & Kavenuke, P.S. (2018). Whose name are in science textbooks? Justifying the need for critical pedagogy in Tanzania science classrooms. Journal of Education, Humanities and Sciences, 7 (1), 31-44
  17. Kinyota, M., & Kavenuke, P.S. (In Press). Examining Teacher Trainees’ Attitude towards Teaching Profession and Teaching Subjects in Tanzania. Huria Journal, 26 (2).

  18. Kavenuke, P., & Kinyota, M. (2023). Gender Inequalities in Higher Education in Tanzania: Investigating theInfluence of Parents’ Socio-Economic Status. Paper in Education and Development,   41(2), 39-57.

  19. Kinyota, M. (2023). Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry. Science Education International, 34(4), 274-282. https://doi.org/10.33828/sei.v34.i4.3

  20. Kinyota, M. (2023).  Promoting Functional Scientific Literacy in Tanzania: A Critique of Current Basic Education Policy. UTAFITI Journal of African Perspectives, 18(2), 194-210.  

  21. Kinyota, M. (2023). The effects of role models on undergraduate students’ performance, sense of belongingness, self-efficacy, and persistence in STEM. Papers in Education and Development, 41(1), 66-84.

  22. Kinyota, M., & Kavenuke, P. S. (2024). Exploring Consistency and Diversity in Research Designs: A Case of One University in Tanzania. Africa Education Review. https://doi.org/10.1080/18146627.2024.2313621 

  23. Shuma, J.R., Anangisye, W.A.L. and Kinyota, M. (2024), "Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes", Quality Assurance in Education. https://doi.org/10.1108/QAE-02-2024-0039