Teachers’ strategies in addressing challenges of implementing competence-based curriculum: The case of selected public secondary schools in Morogoro municipality
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Date
2019
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Journal ISSN
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Publisher
Mzumbe university
Abstract
This study explored teachers’ strategies in addressing the challenges of implementing competence-based curriculum (CBC) in public secondary schools in Morogoro municipality. Specific objectives were: to explore teachers’ awareness on the challenges encountered in teaching CBC; to identify teachers’ strategies used in addressing challenges of implementing CBC; and to study teachers’ perception on how the strategies can be improved and scaled up for implementing CBC. The study was guided by constructivism theory. It employed a case study design and qualitative research approach. Data collection instruments were observation, interviews and focus group discussions. This study involved 36 participants. Both purposive and simple random sampling were used to select the respondents. Findings revealed that, teachers were aware of CBC challenges that included: overcrowded classes, unclear understanding of CBC, insufficient teaching and learning materials, and students’ readiness towards adopting learner-centered approach. Teachers’ strategies in addressing the challenges of implementing CBC included: the use of learner centered approach during classroom interaction, the use of problem-based learning, and the use of subject clubs towards self-learning among students. Regarding teachers’ perceptions on how the strategies can be improved and scaled out, results included: reviving teachers’ resource centers for exchanging ideas and developing their pedagogical skills in line with CBC and the introduction of motivational programmes towards appreciating teachers’ efforts on handling the challenges of CBC. The study concluded that there was average success on the strategies used in addressing the CBC challenges since teachers were able to employ various teaching innovations to handle the problem. It is therefore recommended that teachers as the core implementers of CBC should be creative in employing several possible measures of eliminating the challenges of CBC because teaching profession requires potentials and innovations too. Furthermore, the research suggests that education policy makers before placing any directives to teachers, there should be in service training to all subject teachers with no favour to other subjects and for any curriculum review there should be inclusion of teachers so as they can know what is on the ground and expose their teaching methodologies as CBC requires.
Description
A dissertation submitted to Mzumbe University as a partial fulfilment of the requirement for the award of Masters Degree of Arts in Education (MAED) of Mzumbe University.
Keywords
Competence based curriculum, Teaching in morogoro, Learning strategies-Tanzania
Citation
APA