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

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PATRICK S. KAVENUKE

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

PhD in Comparative Education (Educational Policy Studies), Beijing Normal University

Teaching:

  • International and Comparative Education
  • Philosophy of Education
  • Principles of Educational Foundations 

  • International and Comparative Studies in Educational Leadership and Policy

Research:

  • Lifelong learning
  • Meaningful teaching and learning
  • Critical and engaged pedagogy
  • Critical thinking skills in students
  • Language of instruction in multicultural societies
  • Academic advising
  • Sociology of education
  • Policy analysis and reforms
  • International and comparative education

Projects:

  • Strengthening in-service teacher mentorship and support in Tanzania, Kenya and Zambia. A project funded by the International Development Research Centre (IDRC). (May, 2021 - November, 2023)

  • Kavenuke is currently the Principal Investigator of a project on “Strengthening Stakeholders’ Participation in the Implementation of Primary School Feeding Programme in Tanzania” funded by the University of Dar es Salaam.

Publications:

  1. Kavenuke, P. S. (2013). What is it that keeps good teachers in the teaching profession: A reflection on teacher retention, Social Sciences and Humanities, Vol. 4(1), pp. 165-175.
  2. Kavenuke, P. S. (2015). Academic advising and students’ achievement in higher education: Experience from Dar es salaam University College of Education, Journal of Education, Humanities and Sciences, Vol. 4 (2), pp.76–86.
  3. Kavenuke, P. S. & Uwamahoro, E. (2017). Foreign languages as languages of instruction, liberating or silencing: A critical analysis of Tanzania and Rwanda. International Journal of Education and Research, Vol. 5 (12), pp. 249-260.
  4. Kayombo, J. & Kavenuke, P.S. (2018). Establishing comparative education society in Tanzania: Opportunities and Prospects. World Voices Nexus: The WCCES Chronicle, 2(1). Available at https://www.worldcces.org/article-4-by-kayombo--kavenuke.
  5. Kinyota, M. & Kavenuke, P. S., (2018). Whose names are in science textbooks? Justifying the need for critical pedagogy in Tanzania science classrooms, Journal of Education, Humanities and Sciences, Vol. 7 (1), pp.31–44.
  6. Kavenuke, P. S., & Kinyota, M. (2019). Does going abroad benefit my country? Views of Highly Skilled Personnels from Sub-Saharan Africa on Brain Drain-Brain Circulation Debate. Mkwawa Journal of Education and Development, Vol. 2, pp. 1-19.
  7. Kinyota, M. & Kavenuke, P. S., (2019). Examining teacher trainees' attitude towards teaching profession and teaching subjects in Tanzania. Huria Journal, Vol. 26(2), pp. 46-64.
  8. Kinyota, M., Kavenuke, P. S., & Mwakabenga, R. J., (2019). Promoting Teacher Professional Learning in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities. Journal of Education, Humanities and Sciences, Vol. 8 (1), pp. 47-63.
  9. 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.
  10. Kavenuke, P. S. (2020). Thinking critically about lecturers' perceptions and development of critical thinking skills in teacher education students. Papers in Education and Development, 38 (2)
  11. Kavenuke, P. S. (2020). Teaching for critical thinking: Perceptions and practices of Chinese elementary school teachers. Journal of Education, Humanities and Sciences, 9(1), 35–52.
  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, 1–11.
  13. 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
  14. Kavenuke, P. S., & Muthanna, A. (2021). Teacher educators' perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania. Journal of University Teaching & Learning Practice, Vol 18 (4).

  15. Kinyota, M. & Kavenuke, P.S. (2022). Exploring Consistency and Diversity in Research Designs: A Case of One University in Tanzania. African Education Review, 19 (4-6), pp. 16-33. 10.1080/18146627.2024.2313621.

  16. 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

  17. Kavenuke, P.S. & Kinyota, M. (2023). Gender inequalities in higher education in Tanzania: Investigating the influence of parents’ socioeconomic status, Papers in Education and Development, 41 (2), pp. 39-57. https://dx.doi.org/10.56279/ped.v41i2.3

  18. Kavenuke, P.S., & Kihwele, G. E., (2023). Intercultural Competence, A Necessity in 21st Century Classrooms: Are Teacher Educators in Tanzania Interculturally Competent?  Center for Educational Policy Studies Journal. 10.26529/cepsj.1524

  19. Kyaruzi, F., Fulgence, K., Kavenuke, P.S., Urio, P., Mwakabenga, R.J., & Oziambo, B. (2023). Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives. International Journal of Membrane Science and Technology, 10 (2), pp. 2171-2183.