Competence-based pedagogical strategies for effective science teachers preparation in Tanzanian diploma teacher colleges

Abstract

This study examined the implementation of competence-based pedagogical strategies in developing science teachers’ competencies during their preparation in diploma teacher colleges. It adopted a multiple case study design. Interviews, focus group discussions, documentary review and classroom observation generated data from 66 participants, which were analysed thematically within an interactive framework of data reduction, data display, and conclusion drawing and verification. The findings show that implementing competence-based pedagogical strategies in science lessons strengthens the development of science teachers’ competencies. Only a few science tutors used such strategies, however; most relied on the teacher-centred approach of lecturing. This minimal use stemmed from inadequate skills, poor classroom infrastructure, large classes, heavy teaching workloads, teaching and learning materials that were both insufficient and delivered late, tutors’ reluctance to change their practice, and limited administrative support. The study concludes that, despite government efforts to improve teaching and learning environments, competence-based pedagogical strategies remain marginal in science lessons in Tanzanian diploma teacher colleges, leaving science teachers’ professional competencies inadequately developed. It recommends the consistent use of competence-based pedagogical strategies, adequate administrative support, the provision of in-house training, and the timely purchase of teaching and learning materials.