History teachers’ conceptualization of competency-based curriculum in transforming instructional practices in lower secondary schools in Tanzania

Dados Bibliográficos

ID22206199
AutoresEunice Ndomondo (0000-0003-2469-0301, University of Dar es Salaam, autor correspondente), Akundael Mbise (University of Dar es Salaam), Joviter Katabaro (University of Dar es Salaam)
Ano2022
Volume6
Fascículo1
Páginas100331
Data de publicação2022-01-01
Open AccessSim
TipoARTICLE
PeriódicoSocial Sciences & Humanities Open (JOURNAL)
Identificadores do periódicoISSN: 2590-2911 • E-ISSN: 2590-2911
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2022.100331
OpenAlexW4295678197
IdiomaEN
Citações recebidas3
Referências citadas18

History teachers impart knowledge and foster students' competencies required in the contemporary world using past experiences. Drawing from this perspective, this study explores how history teachers interpret competency-based curriculum and apply it in instructional practices. A hermeneutic phenomenology design was employed and data were collected using semi-structured interviews with History teachers in Tanzania secondary schools. Teaching processes were also observed. Data were analyzed thematically. Varied conceptions of competency-based curriculum and the nature of history knowledge, as a subject were revealed. However, teachers could not comprehensively integrate their understanding of the curriculum and history knowledge to transform their instructional practices to develop students' desired competencies. The study recommends improving teachers’ understanding of curriculum reforms and instructional practices in history by responsible education authorities

Conceptualization · Curriculum · Mathematics education · Pedagogy · Socioeconomics · Sociology · Tanzania · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology

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