| dc.creator |
Kafyulilo, Ayoub C. |
|
| dc.creator |
Rugambuka, Innocent B |
|
| dc.creator |
Moses, Ikupa |
|
| dc.date |
2016-08-12T12:22:15Z |
|
| dc.date |
2016-08-12T12:22:15Z |
|
| dc.date |
2012-12 |
|
| dc.date.accessioned |
2018-03-27T09:43:45Z |
|
| dc.date.available |
2018-03-27T09:43:45Z |
|
| dc.identifier |
Kafyulilo, A.C., Rugambuka, I.B. and Moses, I., 2012. The implementation of competency based teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college. Universal Journal of Education and General Studies, 1(11), pp.339-347. |
|
| dc.identifier |
2277-0984 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/3493 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/3493 |
|
| dc.description |
The purpose of this study was to investigate the implementation of competency based teaching
approaches in education in Tanzania. A total of 78 pre-service teachers from Morogoro teachers’
training college participated in the study. To draw an understanding of the extent to which pre-service
teachers were well trained to implement competency based teaching approaches in their teaching, a
questionnaire was administered to all 78 pre-service teachers, and 46 of them participated also in a
structured interview. Results revealed that pre-service teachers perceived their understanding and
ability to implement competency based teaching approaches were high, but during interviews it was
revealed that they had difficulties in explaining some competency based concepts. Thus, it is
concluded that, competency based teaching approaches are not well implemented in schools in
Tanzania and more efforts need to be devoted in the development of tutors’ and principals’
understanding of competency based teaching approaches. |
|
| dc.language |
en |
|
| dc.subject |
Competency |
|
| dc.subject |
Competency based approaches |
|
| dc.subject |
Knowledge |
|
| dc.subject |
Practices |
|
| dc.subject |
Lesson plan |
|
| dc.title |
The implementation of competency based teaching approaches in Tanzania: The case of pre-service teachers at Morogoro teacher training college |
|
| dc.type |
Journal Article, Peer Reviewed |
|