Amplifying teachers' voices: advancing teacher education and professionalism through competency-based curricula in Africa.
| dc.contributor.author | Bwembya, Ireen; Mubanga, Ebby; Botha-Machaka Beatrice; Daka, Harrison; Mukonde, Benny. | |
| dc.date.accessioned | 2025-06-27T11:08:55Z | |
| dc.date.available | 2025-06-27T11:08:55Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | The evolving landscape of 21st century education, highlights the need for a teacher-centered approach to curriculum reform. "Amplifying Teachers’ Voices: Advancing Teacher Education and Professionalism through Competency-Based Curricula (CBC) in Africa" explores the critical role of teachers in shaping and implementing CBC to improve educational quality, inclusivity and professionalism. This paper examines how CBC reforms impact teacher education, professional development and classroom practices across Africa, emphasizing the importance of valuing teachers' voices in curriculum design, implementation and policy formulation. Despite CBC's promise in fostering learner-centered education, challenges such as inadequate teacher training, limited resources and institutional support hinder its effectiveness. Grounded in Teacher Agency theory, the study analyses teachers' experiences and contributions to CBC implementation. Drawing understandings from successful CBC initiatives, it advocates for policies that empower teachers as agents of educational transformation, calling for collective action to ensure a well-supported, professional teaching workforce capable of achieving meaningful learning outcomes. | |
| dc.identifier.other | 2583-049X | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9206 | |
| dc.language.iso | en | |
| dc.publisher | International Journal of Advanced Multidisplinary Research and Studies | |
| dc.title | Amplifying teachers' voices: advancing teacher education and professionalism through competency-based curricula in Africa. | |
| dc.type | Article |