Examination of Pedagogical Challenges Facing Primary School Teachers on Implementing Competence Based Curriculum in Muheza District, Tanzania.

Mbwana, Neema David (2023) Examination of Pedagogical Challenges Facing Primary School Teachers on Implementing Competence Based Curriculum in Muheza District, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated the prevailing pedagogical challenges facing primary teachers on implementing of Competence-Based Curriculum Muheza District, Tanzania. Specifically, the study examines teachers’ understanding of Competence Based Curriculum; examine pedagogical challenges in implementing Competence Based Curriculum and establish remedial managerial measures in addressing the challenges for effective implementation of Competence Based Curriculum. The study guided by Social Learning Theory. It employed mixed research approach and survey research design. The sample comprised of 92 subjects. Questionnaire and interview were used in data collection. The study findings revealed that teachers were aware about Competence Based Curriculum and its usefulness in identifying learners with special capability, enabling students to acquire and apply certain knowledge and skills from environment, developing students’ carrier in their specialized area as well as value students as individual who can construct meaningful sentences. The findings also posited challenges related to lack of textbooks, overcrowded classrooms, traditional methods of teaching and lack of preparation and teachers’ perception on Competence Based Curriculum that hinder implementation of the revised 2015 curriculum. The study established remedial managerial measures in addressing the challenges based on the provision of in-service training programs and teaching-learning resources to teachers so as to enhance effective implementation of Competence Based Curriculum in primary schools. Keywords: Pedagogy, Pedagogical Challenges, Competence-Based Curriculum

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