This qualitative case study aims to analyze teacher agency within the context of the Competency-Based Education Model (CBLT) model. The primary objective is to shed light on how teachers negotiate this model within their classrooms and the ensuing dynamics stemming from the top-down policy implementation. Data collection involved semi-structured interviews, classroom observations, and the compilation of student learning outcomes.
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Gloria Carolina Pallanez Dávila (2023) studied this question.
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