Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania’s Pre-service Teachers

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change an emphasis from individual assessment to group-based practices. In this context, informed by the constructivist philosophical perspective, article reports on pre-service teachers’ voices regarding prevalence, impacts and counteractive strategies social loafing. The teachers are drawn one institution that serves as a case study. It draws qualitative data collected sample purposively selected undergraduate teachers. study found loafing tendencies be commonplace with far-reaching consequences amongst students they engaged tasks, hence calling for measures redress them. Addressing is crucial avoid compromising quality practices contexts ever-rising many lower income countries