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Geraldina Edward Kisembe

School of Education

Educational Psychology and Curriculum Studies

Biography

Dr. Geraldina Edward is a renowned expert in Early Childhood Care, Development and Learning, specialising in early learning assessment, monitoring, and evaluation of foundational skills. With over 15 years of experience in the field. Dr. Geraldina had authored several peer-reviewed articles on how the social contexts is connected to developmental and learning outcomes of children in marginalized communities. Her research has been widely cited in policy debates and education reforms aimed at improving early childhood development ecosystems. She currently serves as a lecturer at University of Dar es Salaam, where she actively collaborates with international experts to address challenging issues in education. Dr. Geraldina is also a frequent speaker in international conferences and dedicated life coach and mentor.   

Research Interest

Early Childhood Care, Development and Learning, Parenting Education, and

Teacher Education.

Contacts

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Projects

Publications

  • Mutangira, D.T., Tandika, P. & Edward, G., (2025). Effective teacher-parent communication strategies for enhancing children’s learning in early-grade classes: a cross-contextual study. Educational Dimension [Online]. Available from: https://doi.org/10.55056/ed.900
  • Mutangira, D. T., Tandika, P. B., & Edward, G. (2024). Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement. Educational Dimension11, 220-243.
  • Edward, G. & Shukia R. (2023). Perceived socio-cultural barriers to children’s acquisition of Kiswahili Pre-reading skills in rural pre-primary schools in Tanzania. Papers in Education and Development, 41(1), 18-29
  • Edward, G., Ndijuye, L.B., & Shukia, R. (2022). The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania. Global Education Review, 9 (3), 19-37
  • Edward, G., & Shukia, R. (2021). Components of teachers’ pedagogical content knowledge associated with children’s acquisition of Kiswahili pre-reading skills in rural Tanzania. Huria Journal, 28(1), 265-287
  • Edward, G. (2015). Teachers’ knowledge and perceived challenges of teaching children with autism in Tanzanian regular primary schools. International Journal of Academic Research and Reflection, 3 (5), 36-47