Competence-Based Curriculum Implementation

This study has investigated the implementation of a Competence-based curriculum based on novice biology teachers’ experience in Public Secondary schools of Moshi district-Tanzania.The study employed a qualitative case study,where six participants provided in-depth data through face-to-face semi-structured interviews and non-participant observation.Thematic analysis was used to analyze the data from the respondents.The two constructs named profile of implementation and capacity to support innovation from the theory of curriculum implementation have been used to support analysis of the findings.The study revealed that novice biology teachers used various teaching methods to facilitate student learning.These methods include lecture method,discussion methods,and practical activities.Interestingly,the study found that novice biology teachers who use teaching methods such as discussion and practical activities have enabled students to develop competencies(skills),such as knowledge of several biological concepts and problem-solving skills.In terms of assessment methods,most of them prefer to use methods such as oral questions,quizzes,tests,and terminal examinations.However,the study found that the uses of some of these methods are not in compliance with the requirements of the CBC.Nevertheless,this study revealed several challenges novice teachers face in implementing CBBC,including teaching load,overcrowded classrooms,insufficient teaching/learning facilities,nature of the biology course,implementation of CBBC is time-consuming,students’ readiness,and lack of professional development program.Therefore,these factors have made CBBC implementation ineffective in many public secondary schools.The study also found that novice biology teachers have developed strategies to face challenges,such as using readily available facilities,improvising teaching/learning materials,and remedial classes.Moreover,the study revealed that novice biology teachers suggested establishing professional development programs,such as mentoring and induction training,which encourage the implementation of CBC,especially for novice teachers.The study concludes by providing recommendations for Biology curriculum developers,an educational authority in Tanzania,and further study.