Teaching constraints experienced by home science tutors in primary teacher training colleges in the central province of kenya

Abstract

Mwangi (1991) in her study on the teaching of Home Science showed that the teacher trainees were being inadequately prepared. Male (1988), asserts that there are social, political, economical, cultural and technological changes that affect the proper teaching of Home Science. This study aimed at unearthing the constraints that the Home Science tutors were encountering in training Primary Home Science teachers. To be able to do this, the researcher investigated the curriculum, methodology, tutors' qualifications, teaching resources and facilities that were being used in teaching Home Science in TTCs. The four selected public Primary TTCs used in the study are Murang'a, Thogoto, Kamwenja and Kilimambogo. A pilot study was carried out in Highridge TTC. A survey reseach was applied using three instruments of data collection namely, interview guide, classroom observation schedule and Home Science tutors' questionnaire. Fourteen out of the sixteen questionnaires given out were received back giving a response rate of 87.5 A survey research study was carried out and the data collected was analysed using both qualitative and quantitative methods. The results of the study revealed that the major constraints that the Home Science tutors were facing include: inadequate teaching resources, limited time allocated for teaching Home Science, wide curriculum (scope) and large classes. To alleviate these constraints the researcher came up with suggestions and recommendations regarding the teaching of Home Science in the TTCs. These included the expansion of BEd. (Primary Option) and MEd. (PTE), encouragement of specialization in one area of Home Science, reduction of the Home Science scope and revision of the TTC Home Science curriculum. Finally, suggestions for further research in some aspects of Home Science teacher educator were given.