An investigation on the implementation of the revised competence-based biology curriculum in diploma teacher training colleges in Tanzania
| dc.contributor.author | Paulo, Albert | |
| dc.date.accessioned | 2019-07-17T06:45:54Z | |
| dc.date.accessioned | 2020-01-08T09:13:22Z | |
| dc.date.available | 2019-07-17T06:45:54Z | |
| dc.date.available | 2020-01-08T09:13:22Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study investigated the implementation of the revised competence-based biology curriculum in diploma teacher training colleges in Tanzania. The focus was on tutors’ classroom practices particularly their awareness of the introduction of the revised competence-based curriculum, teaching strategies, assessment strategies and teaching and learning resources they are using during the teaching and learning process. Moreover, support received and challenges faced by tutors in implementing the revised curriculum were identified. A case study design was used to investigate purposively sampled multiple cases of teacher training colleges located in five regions of Tanzania mainland. The sample consisted of 25 biology tutors whose teaching experience varied between 1 to 15 years. Observation checklist, questionnaires, interviews and documentary reviews were used to collect data. Qualitative data was subjected to content analysis while quantitative data was analysed descriptively using SPSS version 19. Findings showed that biology tutors’ awareness of the revised competence-based biology curriculum was limited because of the ineffective ways used to inform and orient them to the intended curriculum changes. Tutors viewed the support they received to be inadequate for them to implement the revised competence-based biology curriculum effectively. Thus, biology tutors are not implementing the revised biology curriculum as intended since they have continued to teach and assess using the conventional teaching and assessment strategies. There is also acute shortage of relevant teaching and learning resources for the implementation of the revised competence-based biology curriculum in the sampled colleges. Basing on the findings, the study concluded that biology tutors have not changed their classroom practices to be in accordance with the requirements of the revised competence-based curriculum, hence there is incongruence between the intended curriculum changes and the implemented curriculum changes in terms tutors’ classroom practices. It is recommended that the concerned authorities (TIE, NECTA, MoEVT) should provide proper information and orient tutors to the intended curriculum changes and purchase the relevant resources for the effective implementation of the revised competence-based biology curriculum at college level including ICT facilities. | en_US |
| dc.identifier.citation | Paulo, A (2012),An investigation on the implementation of the revised competence-based biology curriculum in diploma teacher training colleges in Tanzania , master dissertation, University of Dar es Salaam (available at http://41.86.178.3/internetserver3.1.2/detail.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4085 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es salaam | en_US |
| dc.subject | Biology, Curricula | en_US |
| dc.subject | Teachers Colleges | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | An investigation on the implementation of the revised competence-based biology curriculum in diploma teacher training colleges in Tanzania | en_US |
| dc.type | Thesis | en_US |