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

Abstract

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. • Globally, traditional teacher-centred approaches are being replaced by student-centred and competency-based approaches. • History subject has the potential to promote vast competencies which are applicable in real situations. • Previously, history subject was perceived as mere narrations of the past and was dominated by transmission approaches. • Strengthening pre-service and in-service teacher training, and improving contextual factors is crucial for teachers' effective integration of CBC in history teaching.