Teachers’ conceptions of competence based curriculum and its implementation challenges in selected secondary schools in Ilala municipality, Dar es - Salaam - Tanzania
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Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Sokoine University of Agriculture
Abstract
The study aimed at exploring teacher's conceptions of competence-based curriculum
(CBC) and the factors influencing its implementation in public secondary schools in Ilala
Municipality Dar es Salaam. Specifically study explored teacher's conceptions of
competence-based curriculum, assessed teachers' practices, examined teachers’ challenges
and identified strategies used by teachers to address the challenges encountered in the
implementation of competence-based curriculum. Case study design was employed,
where five public secondary schools, namely Msimbazi, Benjamin Mkapa, Zawadi,
Magoza, and Kimanga Secondary School were randomly sampled, and 50 teachers were
purposively selected and participated in the face-to-face interviews, observations as well
as focus group discussion. The collected data were subjected to thematic analysis, which
involved transcription, coding, and constant comparison of emerged themes and
subthemes. The findings showed that teachers were aware of the competence-based
curriculum but had limited understanding of it, and the teachers’ classroom practices
involved a mixture of competence and knowledge-based curricula. Furthermore, large and
overcrowded classes, language barrier, insufficient number of science teachers and
teaching/learning materials, lack of motivation, in-service training, study tour, and
adequate physical facilities were major factors limiting implementation of CBC. The
strategies to overcome the challenges included skipping some activities not possible in
large and overcrowded classes, providing notes to students, opting to teachers centered
approach instead, improvising teaching and learning materials and code-switching
English and Kiswahili as language of instruction. The study concludes that teachers have
limited conception on CBC, and inadequately implement the CBC in secondary schools.
The study recommends that improvement of in services teachers training on CBC and
provision of required resources for its proper implementation in secondary schools.
Description
Dissertation
Keywords
Dar es - Salaam – Tanzania, Competence based curriculum, Challenges in secondary schools