**4. Conclusion**

In this chapter, it has been delineated that teacher professional development is important for the realization of any reforms in education. In Tanzania, teacher professional development is predominated with a traditional approach, involving seminars and workshops, and common when there are new changes introduced in the school curricula. This is contrary to the intrinsic nature of teacher professional development which is supposed to be continuous. The authors have also indicated that teacher professional development in Tanzania is characterized by the presence of many providers, including internal and external organizations. The providers are, however, not coordinated, and they are unevenly scattered in the country, fragmenting teachers into those who benefit from the provided teacher professional development programmes and those who do not. Moreover, the authors have stated that lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities are the main challenges facing teacher professional development in Tanzania. The authors, then, point out opportunities which can be used to enhance teacher professional development in Tanzania as the presence of institutions responsible for teacher professional development; presence of different teacher professional development providers across the country; and availability of different communication networks and the national optic fiber.
