CW-School of Education

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Browsing CW-School of Education by Author "Bosire, M. M."

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    A Student- Centered Pedagogy: A Teacher’s Perspective
    (Kenyatta University, 2015-05) Bosire, M. M.
    This paper draws from a larger study conducted in Kenyan classroom, a narrative inquiry into a teacher and children learning about HIV and AIDS curriculum using a student-centered approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV and AIDS curriculum using a student-centered approach? 2) What are the experiences of children learning the HIV and AIDS curriculum using a student-centered approach? In this research, I adopted a narrative inquiry methodology to help me understand and represent the stories of a teacher’s and children’s experiences. Narrative inquiry as a method of studying educational experience is a focus of study by Clandinin and Connelly (2000). In narrative inquiry, experience is central to the inquiry. The participants in this study were a teacher and 8 children recruited from children in standard 4 aged between 10 and 11 years. While the classroom work was with all children in standard 4, the main focus of this study was with the teacher’s and the 8 children’s experiences. The findings from this suggest that a teacher who adopt a student-centered approach in teaching HIV and AIDS experienced a transformed classroom learning environment characterized by: sharing authority with children; constructing a democratic classroom; learning to listen to children; affirming children’s voices and ownership in learning; creating a partnership with parents; interrupting gendered classroom; and developing children’s advocacy in community matters. The study concludes with recommendations for equipping teachers with the necessary knowledge, skills and attitude to build a student-centered classroom environment.
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    University - Community -Service Partnership Impact on B.Ed. Students’ Teaching Competencies
    (Kenyatta University, 2015-05) Bosire, M. M.
    The objectives of this study were two-fold: first, to explore the impact of a community service-learning on pre-service teachers’ personal, academic, and professional development. Secondly, to examine the potential of service-learning as a pedagogy for equipping pre-service teachers enrolled in educational courses in the Bachelor of Education program. The study involved students enrolled in health education class. Data sources included: (a) individual reflective journal, (b) evaluative questionnaire, and (c) focus group interview. The results showed that a Community-University partnership service-learning experience increased pre-service teachers’ understanding of subject matter content, had a considerable improvement in their professional skills such as communication, leadership, teamwork, critical thinking, and ability to effectively apply academic course content. The conclusion from this study showed a community –university partnership Service Learning can be a very rewarding, fun and engaging experience. It offers a valuable opportunity for faculty to plan application of theory outside their traditional classroom environment. It also enhances community-university partnerships to address issues of mutual concern, such as the health and wellness of the population. In today’s world, teacher educators should strive to try new pedagogies that link course learning activities with a full range of learning experiences available in our communities. It is a way of building a responsible citizenship among pre-service teachers and enhancing sustainable development.