Perspectives on the competency-driven reform in British Columbia: A case study of the science teacher education program at SFU

This case study is situated in the context of the new concept-based competency-driven curriculum implemented by the province of British Columbia. Implicitly embedded in the resurging movement of competency-based education (CBE), the educational reform emphasizes not only the curricular content but also core and curricular competencies. Many studies relate that education stakeholders’ theoretical and practical understanding of the reform itself is crucial for a successful implementation. Therefore, interviews were conducted to obtain pre-service teachers’, school associates’ and teacher educators’ theoretical and practical understanding of the reform in the context of the teacher education program at Simon Fraser University. By doing so, this research informs the discussion on BC’s redesigned curriculum, and consequently facilitates a successful implementation.