Dissertation (MA Education)This study intended to address the contribution of teaching practice on teacher professional competence. The introduction of competence-based curriculum at all levels in education system in Tanzania brought challenges to teachers who are the major implementers of the new curriculum. Therefore the base of this study was on the change of curriculum from teacher-centered to learner-centered in education systems. Social constructivism theory developed by Vygotsky was used as theoretical framework. While professional competence of teachers developed by Selvi was used as conceptual framework to guide my study. However literatures related with the concepts of teaching practice and teacher professional competence, modes of teacher preparation and its development were reviewed. This study is a case study in nature whereby qualitative methods and techniques were used to collect data and some elements of quantitative techniques were employed too. The study also adopted a descriptive technique in analyzing, presenting and discussing data collected through interviews and focused group discussion. While data collected by questionnaire were analyzed through (computer) SPSS software version 16. Findings revealed that, teaching practice enhances student teacher’s professional skills in terms of pedagogical knowledge and subject-matter knowledge. Student teachers at college level are seen as a group of students but through teaching practice they are given an opportunity to demonstrate individual teaching competencies that might not be seen during classroom session. Also the study revealed financial inadequacy, shortage of teachers, absence of laboratories, lack of teaching and learning materials and lack of accommodation to student teachers as challenges facing the implementation of teaching practice. Moreover, the study concludes that, for competence attainment at Diploma level in Tanzania teaching practice should not be less than 16 weeks per programme with respect to intensive supervision. This period is somehow adequate for student teachers to practice their learned knowledge and show competencies on teaching profession.