Airini Erasmi Mbowe
Dados Biográficos
| ID | 9588587 |
|---|---|
| NOME | Airini Erasmi Mbowe |
| PRENOMES | Airini Erasmi |
| SOBRENOME | Mbowe |
| ASSINATURA | MBOWE A E |
| AFILIAÇÕES | University of Dar es Salaam |
| ORCID | 0009-0002-6013-3780 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2026 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Barriers to preparing pre-service science teachers for inclusive education of pupils with visual impairments in Tanzania
Inclusive science education for learners with visual impairments (VI) is still a significant challenge in Tanzania, despite progressive policy frameworks and teacher education reforms. This study investigated the challenges faced by tutors and pre-service science teachers in preparing to teach pupils with VI, focusing on curriculum design, pedagogical practice, resource availability, and practical training. A qualitative approach was employed, ut…
Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment
This study examined the instructional and assessment methods employed by college tutors to support the learning of pre-service science teachers of students with visual impairment in primary schools in Tanzania. The study involved 28 participants and data were collected through interviews, observations, and analysis of instructional documents, and analyzed using thematic analysis. The findings revealed that tutors employed four main instructional …
Global Evidence on the Mediating Role of Teachers’ AI Beliefs in Linking AI-Related Professional Development and AI Infusion in Instruction
Despite growing interests in integrating Artificial Intelligence (AI) in education, there is limited evidence on how professional development can facilitate meaningful AI infusion. This study examines how AI-related professional development influences teachers’ AI beliefs and their use of AI in instruction. It also examines whether teachers’ AI beliefs mediate the relationship between AI-related professional development and AI infusion in instruc…
Professional well-being in multilingual classrooms
Proliferation of linguistic diversity in educational settings offers both enriching opportunities and complex challenges that may strain teachers emotionally and compromise their professional well-being. This study employs a moderated mediation framework to examine the relationship between multilingual workload and professional well-being, by testing the mediating role of work-related stress and the moderating role of organisational support, usin…
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Barriers to preparing pre-service science teachers for inclusive education of pupils with visual impairments in Tanzania
Inclusive science education for learners with visual impairments (VI) is still a significant challenge in Tanzania, despite progressive policy frameworks and teacher education reforms. This study investigated the challenges faced by tutors and pre-service science teachers in preparing to teach pupils with VI, focusing on curriculum design, pedagogical practice, resource availability, and practical training. A qualitative approach was employed, ut…
Classroom practices used by tutors to support pre-service science teachers in teaching students with visual impairment
This study examined the instructional and assessment methods employed by college tutors to support the learning of pre-service science teachers of students with visual impairment in primary schools in Tanzania. The study involved 28 participants and data were collected through interviews, observations, and analysis of instructional documents, and analyzed using thematic analysis. The findings revealed that tutors employed four main instructional …
Global Evidence on the Mediating Role of Teachers’ AI Beliefs in Linking AI-Related Professional Development and AI Infusion in Instruction
Despite growing interests in integrating Artificial Intelligence (AI) in education, there is limited evidence on how professional development can facilitate meaningful AI infusion. This study examines how AI-related professional development influences teachers’ AI beliefs and their use of AI in instruction. It also examines whether teachers’ AI beliefs mediate the relationship between AI-related professional development and AI infusion in instruc…
Professional well-being in multilingual classrooms
Proliferation of linguistic diversity in educational settings offers both enriching opportunities and complex challenges that may strain teachers emotionally and compromise their professional well-being. This study employs a moderated mediation framework to examine the relationship between multilingual workload and professional well-being, by testing the mediating role of work-related stress and the moderating role of organisational support, usin…
Data collection (2 obras) · Qualitative research (2 obras) · Teacher Education and Leadership Studies (2 obras) · Artificial Intelligence in Healthcare and Education (1 obras) · Computer-mediated communication (1 obras) · Continuing professional development (1 obras) · Curriculum (1 obras) · Disability Rights and Representation (1 obras) · EFL/ESL Teaching and Learning (1 obras) · Ethics and Social Impacts of AI (1 obras)