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Name
Mjege Kinyota Kateko

Academic Rank
Professor

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Dr. Kinyota Mjege is a Senior Lecturer in STEM education in the Faculty of Education, DUCE. He holds a PhD in Educational Leadership and Policy (Comparative Education) from the Institute of International and Comparative Education of Beijing Normal University, P.R.C (2019), Masters of International Education from the University of Massachusets, USA (2013) and a Bachelor of Science Education from the University of Dar es Salaam, Tanzania (2010). He teaches undergraduate and post-graduate courses in areas of STEM education. 

Contacts

Email:

Email Address
mjege.kateko@duce.ac.tz

Mob:

Research Interest

Research Interest
Prof. Kinyota is a Senior Lecturer in STEM education in the Faculty of Education, DUCE. He holds a PhD in Educational Leadership and Policy (Comparative Education) from the Institute of International and Comparative Education of Beijing Normal Univers

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Projects

Projects

Consultancy to Facilitate Learning sharing sessions for improvement of Mathematics and English learning in nine regions, Tanzania mainland. Client: Cambridge Education/UKAID-March to April 2025

Publications

Publications

Kinyota, M., Gabriel, L. (2025). Using Ecological Civilization and Freirean Ecopedagogies to Transform EPs in Tanzania. In: Peters, M.A., Green, B.J., Misiaszek, G.W., Zhu, X. (eds) Handbook of Ecological Civilization. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-97-8101-0_55-1

Kinyota, M. (2024). Exploring Tanzanian pre-service science teachers’ understanding of the notion of knowledge about alternative conceptions. African Journal of Research in Mathematics, Science and Technology Education, https://doi.org/10.1080/18117295.2024.2310951

Kinyota, M., & Kajungu, J. (2024). Scientific Literacy in Basic Education: An Analysis of Curricula Contexts and Pre-service Teachers’ Views in Tanzania. African Journal of Research in Mathematics, Science and Technology Education, 1–15. https://doi.org/10.1080/18117295.2024.2412467

Shuma, J.R., Anangisye, W.A.L. and Kinyota, M. (2024), "Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes", Quality Assurance in Education. https://doi.org/10.1108/QAE-02-2024-0039

Kejo, S., Machumu, M., & Kinyota, M. (2024). Practising Inquiry-Based Instruction (IBI) in Tanzanian Early Years Education: An Assessment of Teachers’ Views and Curriculum Contexts. Papers in Education and Development, 42(1), 43-63.                                                           

Kinyota, M., & Kavenuke, P. S. (2024). Exploring Consistency and Diversity in Research Designs: A Case of One University in Tanzania. Africa Education Review. https://doi.org/10.1080/18146627.2024.2313621

Kinyota, M. (2024). Investigating scientific reasoning among early graders in Tanzania in the context of ill-structured problem-solving. African Journal of Research in Mathematics, Science and Technology Education. DOI:10.1080/18117295.2024.2429324

Kavenuke, P., & Kinyota, M. (2023). Gender Inequalities in Higher Education in Tanzania: Investigating the Influence of Parents’ Socio-Economic Status. Paper in Education and Development, 41(2), 39-57.

Kinyota, M. (2023). Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry. Science Education International, 34(4), 274-282. https://doi.org/10.33828/sei.v34.i4.3 

Kinyota, M. (2023).  Promoting Functional Scientific Literacy in Tanzania: A Critique of Current Basic Education Policy. UTAFITI Journal of African Perspectives, 18(2), 194-210.   

Kinyota, M. (2023). The effects of role models on undergraduate students’ performance, sense of belongingness, self-efficacy, and persistence in STEM. Papers in Education and Development, 41(1), 66-84.   

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

Kinyota, M., & Rwimo, B. S. (2021). Developing Student Teachers’ Conceptions of the Nature of Science: An Assessment of a Pre-Service Science Teacher Programme in Tanzania. African Journal of Research in Mathematics, Science and Technology Education, 25(3), 269–279. https://doi.org/10.1080/18117295.2022.2041788

Kinyota, M. (2021).Implementing ecopedagogy in highly centralized curricula contexts: a critical analysis   of an environmental education course taught at one Tanzanian university. International Studies in          Sociology of Education, 1-2, 153-172. https://doi.org/10.1080/09620214.2020.1854824

Kinyota, M. (2021). A Portrait of the Gender Gap in STEM: A Focus on Identity Formation among Final-year Undergraduate Students in Tanzania. Journal of Education,       Humanities and Sciences, 10 (3), 1–18.

Kyaruzi, F., Kinyota, M., & Rukondo, N. (2021). Validation of Student Attitudes toward STEM (S-STEM) Survey in Secondary Schools in Tanzania. Journal of Education, Humanities            and Sciences, 10 (5), 40–58.

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

Rukondo, N. & Kinyota, M. (2021). Influence of Femininity and Masculinity Traits on Participation and Performance in Science, Technology, Engineering and Mathematics of Undergraduate Students in Tanzania. Papers in Education and Development, 39 (1), 133-154.

Kinyota, M. (2020). Reinvigorating Inquiry-Based Instruction in Science Classrooms in Tanzania:    Lessons from South Africa and the United States. Journal of Education, Humanities and           Sciences, 9 (1), 53-     71.

Kinyota, M. (2020). The status of and challenges facing secondary science teaching in Tanzania:    a focus            on inquiry-based science teaching and the nature of science. International            Journal of Science       Education, 42 (13), 2126-2144, https://doi.org/10.1080/09500693.2020.1813348

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.

 

Kinyota, M. (2019). The role of teachers’ instructional moves on students’ problem-solving skills: A          discourse analysis of mathematics lessons in the USA and Tanzania. Papers in Education and    Development, 37(2), 48-69. 

Kinyota, M., & Kavenuke, P.S. (2018). Whose name are in science textbooks? Justifying the need for critical pedagogy in Tanzania science classrooms. Journal of Education, Humanities and Sciences, 7 (1), 31-44

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Kayombo, J.J., Kinyota, M., Kavenuke, P.S. (2024). Quality Assurance of Higher Education in a Neo-liberal Context: Towards Transformative Practices in Africa. In: Neema-Abooki, P. (eds) The Sustainability of Higher Education in Sub-Saharan Africa. Sustainable Development Goals Series. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-46242-9_14

Nitas, S. I., Kayombo, J.J., Kinyota, M & Misiaszek, G. W. (2022). Southern epistemologies for disrupting Northern Global Citizenship (Education) models: Ecopedagogical analysis and reinvention.  In E. Bosio & Y. Waghid (Eds.), Global Citizenship Education in the Global South: Educators Perceptions and Practices. https://doi.org/10.1163/9789004521742_004