Implementation of competence based curriculum in preparing English language prospective teachers in Tanzania teachers’ colleges

This study examined the implementation of Competence Based Curriculum in Preparing English Language Prospective Teachers in Tanzania Teachers’ Colleges. Specifically, the study intended to: examine the English language tutors’ and the English language prospective teachers’ awareness of the Competence Based Curriculum; determine the extent to which Competence Based teaching/ learning strategies are used in the process of preparing English language prospective teachers, and examine the availability of teaching/learning resources and physical facilities for implementing the 2009 English language Competence Based Curriculum. The study was conducted at Marangu and Morogoro Teachers’ Colleges in Kilimanjaro and Morogoro regions respectively. A total of 107 respondents were included in the study. The respondents were the English language tutors and the English language prospective teachers who were selected purposively and using cluster sampling technique respectively. A descriptive survey design and mixed approach were used to achieve the objectives of this study. Data were collected through questionnaires, observations, and documentary reviews and were analysed both quantitatively using frequencies and percentages and qualitatively in a thematic manner. The study findings revealed the following: First, most of the English language tutors and the English language prospective teachers were unaware of what the Competence Based Curriculum entails as they failed to give correct CBC explanation, failed to identify the right English language syllabus for the educational level at the time. Classroom observations further revealed that the tutors tried to use the competence based strategies but their teachings were dominated by lecture method with questions and answers (90%) and questions and answers to the time of 80% while debates, role plays, projects were the least used strategies. Moreover, acute shortage of English language T/L resources especially textbooks and reference books was also reported. The study concludes that English language tutors’ and prospective teachers’ unawareness of what CBC entails and lack of teaching and learning resources adversely impacted the implementation of the English language CBC at the two studied teachers’ colleges. The study recommends the Teachers’ Colleges to give intensive English language pre-service training on CBC. Also the MoEVT is recommended to prioritise and make in-service training compulsory. It is further recommended that the TIE should ensure adequate and approved T/L resources especially textbooks and reference books. Also, similar study can be carried out at other educational levels, say Teacher Education Grade IIIA, universities, and subjects other than the English language.