Abstract
This qualitative case study aims to analyze teacher agency within the context of the Competency-Based Education Model (CBLT) model. The primary objective is to shed light on how teachers negotiate this model within their classrooms and the ensuing dynamics stemming from the top-down policy implementation. Data collection involved semi-structured interviews, classroom observations, and the compilation of student learning outcomes.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
