Reimagining the preschool classroom with dual-centred didactics

Purpose Dual-centred didactics, which balances teacher- and child-centred approaches, has emerged as a promising approach to preschool education. However, due to systemic conditions relating to finances, access and institutional support, there is an inadequate amount of professional development to help teachers implement this approach effectively. This highlights the need for more professional development programmes that strengthen teachers' pedagogical competence. From 2018 to 2021, the Mwanzo Mzuri Teacher Professional Development Programme was implemented in Tanzania, aiming to enhance the pedagogical practices of 40 preschool teachers and enable them to adapt to and implement dual-centred didactics. Mwanzo Mzuri was inspired by a collaborative action research approach with a focus on participatory enquiry and practice. This paper presents the findings of a qualitative study that explored how Mwanzo Mzuri teacher-participants implemented dual-centred didactics in their preschool classrooms. Design/methodology/approach Semi-structured interviews and classroom observations were used to generate data. Findings The findings demonstrate an improvement in teachers' understanding of the educational value of play and children's agency. Teachers also apply classroom management, lesson observation and documentation techniques to create supportive preschool learning environments. Practical implications These improvements are fundamental to promoting holistic early childhood education (ECE) and development. Originality/value The study contributes to the existing body of knowledge on the role of professional development programmes in enhancing preschool teachers’ pedagogical practices.