Venance Timothy is a Lecturer for Science education (Physics) in the department of educational psychology and curriculum studies at Dar es Salaam University College Education. He conducts research in science education and educational psychology. Venance aims to foster development of science education (physics) and pre-service teachers’ training programs. Motivated by teachers’ diagnostic competence in identifying pupils’ misconceptions in physics at secondary schools in Tanzania, Venance devoted his Ph.D. research into investigating the effect of an instructional approach on enhancing pre-service teachers’ diagnostic competence through an intervention. He holds a Ph.D. (Learning Sciences) from the Ludwig Maximillian University (LMU) of Munich in Germany, Master of Education Science and Bachelor of Education in Science from the University of Dar es Salaam, Tanzania. Venance’s research interests include learning and instruction, technology integration, and curriculum practices. In collaboration with researchers from LMU, he conducted a meta-analysis on studies that aim to foster the development of diagnostic competences in teacher and medical education. Venance had been affiliated to the Munich Centre of the Learning Sciences (MCLS), and European Association for Research on Learning and Instruction (EARLI) organization. He has been external examiner of Pascacie Nyirahabimana, a Ph.D. candidate at University of Rwanda College of Education, involved in a multidisciplinary research project as a principal investigator, a convener of the special committee for development of Bachelor of Education in Physics degree program of the University of Dar es Salaam in 2021. Venance, also supervises Postgraduate students’ research projects in education both at master degree level and postgraduate diploma in education. He has an experience in teaching postgraduate and undergraduate courses in science education and educational psychology for more than ten years.