Assessing the Effect of Curricula Variation in Mathematics Teacher Education on Teaching Competency
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Date
2023-12-05
Authors
Mgata, Fred
Kihwele, Jimmy E.
Journal Title
Journal ISSN
Volume Title
Publisher
MUST Journal of Research and Development
Abstract
Curriculum development processes at universities are decentralised,
resulting in varying subject-matter mastery levels among graduates.
The paper examined the effect of teacher education curricula variation
on mathematics teachers’ competencies. The study employed a case
study design with 18 mathematics teacher graduates from nine teacher
education institutions working in the Manyara region. The study used
in-depth interviews, open-ended questionnaires, and documentary
review methods to collect data. The findings revealed that despite
mathematics teachers’ mastery of the subject matter, their competence
slightly varied in some topics. There are mismatches between courses
at different universities and topics in secondary schools that affect
teaching competencies among teachers. Decentralised curriculum
development at teacher training institutions results in dissonant
curricula that produce different qualities in teachers. Despite various
capacity-building mechanisms, teachers inadequately elevate their
competencies. The study recommends the development of compulsory
modules across teacher education institutions to reflect secondary
curriculum requirements
Description
This research article published by MUST Journal of Research and Development (MJRD) Volume 2 Issue 5, December 2023
e ISSN 2683-6467 & p ISSN 2683-6475