Pre-Service Teacher's Preparedness to Implement Competence-Based Curriculum in Secondary Schools in Tanzania

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dc.contributor.authorPaulo, Albert
dc.date.accessioned2016-07-27T16:11:27Z
dc.date.available2016-07-27T16:11:27Z
dc.date.issued2014
dc.description.abstractThe need for education system to produce graduates with employable skills has necessitated the adoption of competence based curriculum in Tanzanian secondary schools. Consequently, teacher education institutions had to review their curriculum so as to provide pre-service teachers with teaching skills needed to implement competence based curriculum in secondary schools. This study strived to investigate pre-service teachers’ preparedness to implement competence based curriculum for secondary schools in Tanzania. It involved 16 purposively selected pre-service teachers trained at the University of Dar es Salaam. Findings showed that although pre-service were aware of the teaching and assessment methods stipulated to be used for the implementation of competence based curriculum they were not adopting the envisaged methods in their classroom practices. Pre-service teachers have continued to use traditional teacher centred teaching methods along with paper and pencil forms of assessments despite the fact that the newly adopted curriculum demands changes.en_US
dc.identifier.citationPaulo, A., 2014. Pre-service teacher‟ s preparedness to implement competence-based curriculum in secondary schools in Tanzania. International Journal of Education and Research, 2(7), pp.219-230.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11810/3450
dc.language.isoenen_US
dc.subjectTeacher educationen_US
dc.subjectLearner-centred methoden_US
dc.subjectAuthentic assessmenten_US
dc.subjectUniversity of Dar es Salaamen_US
dc.titlePre-Service Teacher's Preparedness to Implement Competence-Based Curriculum in Secondary Schools in Tanzaniaen_US
dc.typeJournal Article, Peer Revieweden_US
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