Co-teaching as a strategy of implementing a Competence Based Curriculum. A case of two Teacher Training Colleges in Rwanda.

• DOI: 10.21083/ajote.v13i2.7565
• Publication Date: 2025-01-13T22:07:44Z
• Authors: Jones Maeresera; Christopher Mutse...; Barnabas Muyengwa
• Keywords: Expatriate; Faculty Development

In many parts of the world, co-teaching has been used as an alternative to lone-teaching approaches. Co-teaching entails collaboration two or more teachers in planning, delivery, and evaluation instruction. Given its flexible nature, widely a variety educational contexts. While research extensively dealt with contexts little is known about that brings together expatriate local ones settings where both collaborate enhance implementation competence-based curriculum (CBC) goals. This study explored how can be tool facilitate cooperation tutors their counterparts teacher training colleges (TTCs) Competency Curriculum. The employed qualitative approach which from Rwanda Zimbabwe TTCs formed purposive sample. multiple case design using TTCs. Data was collected in-depth interviews observations. Findings showed despite somewhat positive indicators mutual collaboration, tutors’ practices lacked deep understanding it could steer movement knowledge-based competency-based one. Other findings concurrent workshops introduce concept robust written policies were needed effectively guide development CBC recommends continuous professional for locals create common shared effective