Pedagogical and Assessment Practices towards Competency-based Education in Tanzania Teacher Colleges

The study sought to investigate the pedagogical and assessment practices enhance Competency Based Curriculum in Tanzania Teacher Colleges. Specifically, explored tutors’ understanding of subject competencies as described teacher education curriculum, examined competency-based teaching learning techniques used by tutors Colleges evaluated tools assess mastery built was conducted two colleges Mbeya Region. A qualitative research approach descriptive survey design were employed which data collected through questionnaires, semi-structured interviews, focus group discussions from 50 respondents sampled purposely curriculum practitioners Questionnaire subjected into Statistical Package for Social Sciences (SPSS) software version 20 get frequencies percentages then supported verbatim quotes interview thematic paraphrase Focus Group Discussions. results indicates that, most aware be developed students their respective subjects prescribed curriculum. However, such rarely lessons hamper development intended programme. Therefore, concludes since river cannot flow higher than its source, without actual use does not impact on preparation competent teachers required implement schools. From this conclusion, it is recommended in-service training Competency-based should all Management practical applicants tutorship instead relying direct placement University graduates or transferring schools based level years experiences. In light findings conclusion study, further may developing measuring scales competency education.