The impact of shortening pre-service teacher training on teaching quality: a case study of the grade A teacher training program in Tanzania

The shortening of pre-service teacher training programs in Tanzania, particularly within the Grade A teacher training framework, has raised concerns regarding its impact on teaching quality. This study employs a systematic literature review (SLR) using a narrative synthesis approach to examine how the reduction in training duration affects teachers' pedagogical competence and subject matter knowledge. A selection process was implemented, with inclusion criteria emphasizing peer-reviewed studies indexed in Scopus and Google Scholar, published within the last five years. The selection prioritized empirical research on teacher training effectiveness and theoretical discussions on pedagogical development. Exclusion criteria eliminated opinion pieces, non-peer-reviewed sources, and studies lacking methodological rigor. The findings indicated that shortened training results in teachers feeling less prepared, particularly in classroom management, instructional delivery, and student engagement. While in-service training programs can help mitigate these challenges, their effectiveness varies, especially in rural areas with limited professional development resources. The study concludes that reducing pre-service training duration compromises teacher preparedness and educational quality. To address this, policymakers should extend training periods, enhance in-service professional development, integrate digital learning tools, and establish structured mentorship programs. These measures will help ensure that teachers receive adequate preparation to maintain high teaching standards despite the increasing demand for educators.