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dc.contributor.authorMunyaka, L. W.
dc.date.accessioned2015-06-04T08:14:01Z
dc.date.available2015-06-04T08:14:01Z
dc.date.issued2015-05
dc.identifier.citationInternational Conference on ‘Re-Engineering Education for Sustainable Development’ 18th – 20th May 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12766
dc.descriptionThis paper was presented at the International Conference on ‘Re-Engineering Education for Sustainable Development’ held on 18th – 20th May 2015 at Kenyatta University Conference Centre (KUCC) Nairobi, Kenyaen_US
dc.description.abstractDespite general agreement about the importance of high-quality teachers, researchers, policy makers, and the public are unable to reach consensus on specific characteristics of secondary school teachers contributing to desirable educational outcomes. Policy makers are left with many questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education for sustainable development. Failure by policy makers to define teacher characteristics linked to desirable education outcomes will be detrimental to educational quality trends in Kenya. This paper explores what the most important teacher characteristics are with special focus on qualification, subject matter knowledge and pedagogical content knowledgeen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTeacher characteristicsen_US
dc.subjectAcademic achievementsen_US
dc.subjectTeacher effectivenessen_US
dc.subjectPedagogical content knowledgeen_US
dc.subjectTeacher qualityen_US
dc.titleAre Qualified Teachers Really of Good Quality? Rethinking Teacher Quality in Kenyaen_US
dc.typeArticleen_US


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