Effectiveness of Teacher Training in Achieving Competency and Learning in Tanzania: The Ongoing Changes of Teachers’ Professional Development in Tanzania

Abstract

This study examined how well competency-based learning and teaching are implemented in teacher preparation programs while considering the continuous professional development of Tanzanian teachers. The study, which covered 32 tutors and teacher candidates, was conducted in Tanzania's Rungwe district. Interviews were used to acquire information. The findings indicate that although most respondents were aware of the concept of competency-based education, they needed to be made aware of how it was implemented. It is concluded that additional work has to be done to provide tutors with the knowledge of how to use competency-based teaching to train instructors with these abilities who will also use the competency-based skills in their teaching careers.