Enhancing Pre-Service Science and Mathematics Teachers’ Competence-based Teaching through School Attachment

Venance Timothy Timothy, Florence Kyaruzi Kyaruzi, Rehema Mwakabenga Mwakabenga, Nyanjiga Rukondo Rukondo


This study intended to investigate how pre-service science and Mathematics
teachers improve their competence-based teaching when they are engaged
in educative mentorship in a school attachment intervention. Forty
undergraduate pre-service science and Mathematics teachers from one
university in Tanzania participated in the study. Quasi-experimental
research design was employed to assess the changes made by the preservice
teachers as they practised competence-based teaching. The findings
indicated that the intervention enhanced pre-service teachers’ knowledge
and skills in competence-based teaching. Recommendations are made for
teacher training colleges, researchers and policy makers to integrate the
school attachment strategy in the initial teacher education to promote
competence-based teaching.
Keywords: competence-based teaching, pre-service teachers, school
attachment, science and Mathematics

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