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NKANILEKA LOTI MGONDA

Senior Lecturer, University of Dar es Salaam School of Education
Education:

2013-2017 - PhD in Education, Faculty of Education-University of Leipzig, Germany 2008-2010 - Master of Arts in Education Degree, University of Dar es Salaam, 2003-2007 - Bachelor of Education Degree, University of Dar es Salaam 2000-2012 - Diploma

Teaching:

Teaching roles and interests – teacher education, teacher professionalism and ethics, comparative education, philosophy of education, principles of education.

Research:

Research roles and interests – teacher education, teacher professionalism, teacher ethics, morality and ethics, life skills education, socio emotional development.

Projects:

  • 2020-Researcher: RTI: Learning at Scale: Review of EQUIP (T), Experiences and lessons of the successes in Tanzania. Funded by Bill & Belinda Gates Foundations.
  • 2017-2019 Researcher: RTI/UNICEF funded project. Life Skills Education in Tanzania. Tools preparation, piloting and facilitation, validation of instruments.

Publications:

Recent publications:

 

Mgonda, N. L, Jukes, M, Tibenda, J, & Sitabkhan, Y. (2022). The role of teachers’ implicit social goals in pedagogical reforms in Tanzania. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2093178

 

 

Shagembe, M & Mgonda, N. L. (2022). Does parents’ socio-economic status make a difference in preschoolers’ cognitive development? Evidences from a rural context of Tanzania.

Journal of Education, Humanities and Science. Vol 10 (6) pp. 36-49.

 

Jukes, M., Mgonda, N. L., Jeremiah, G. (2021). Building an assessment of community defined social- emotional competencies from the ground up in Tanzania. Child Development, Vol 92 (6) pp. 1095-1109

 

Mgonda, N. L. (2021). Teacher-student relationships: Reflection of methods in teacher education in Tanzanian universities. The Namibian Journal for Teacher Education, Vol. 6 (1) pp. 239- 267. https://doi.org/10.32642/ncpdje.v6i1.1562

Mgonda, N. L., Samsudin, A.,et al (2021). Indicators for the measurement of teacher professional identity (TPI) across Asia and African: A Delphi Study, Journal of Asian and African Studies, Vol 0 (00) pp. 1-14

Yoshida, K., Komba, W. L., & Mgonda, N. L. (2020). Effort toward the policy-practice linkage for learning outcomes improvement-the case of secondary schools in Namtumbo District, Tanzania.

 

Jukes, M., Mosha, P, Mgonda, N. L. Nzolezi, F, Jeremiah, G, & Bub, K. (2018). “Respect is an investment” community perceptions of social and emotional competencies in early childhood from Mtwara, Tanzania. Global Educational Review, 5 (2) 160-188

 

Mgonda, N. L. (2019). Moral formation in secondary schools: Reflections on the approaches. Papers in Education and Development. Volume 37(1).

 

  Mgonda, N. L. (2019). Positive teacher-student relationships: do student teachers have what it takes?        Analysis of Germany and Tanzania. Huria Journal of the Open University of Tanzania, Vol. 26 (2) pp. 81-97

Anagisye, W. A. L & Mgonda, N. L. (2021). Historical dimensions of education for self-reliance in Tanzania. In A. G. Ishumi & W. A. L. Anangisye, Themes in the Tanzanian History of Educations. (forthcoming a book chapter).

Mgonda, N.L. (2021). Moral values orientation in Tanzanian schools: Parents’ voices and perspectives (forthcoming).

 

 

Membership and Registration: 

Professional:

Councils/Boards/Committees:

University of Dar es Salaam, Academic Staff Assembly (UDASA)

Associate Editor: Journal of International Cooperation in Education Hiroshima University (Published by Emerald)

Editor: Papers in Education and Development, University of Dar es Salaam

 

Important Contribution:  

Developed a tool for assessing the social-emotional competencies among students in Mtwara Region, Tanzania