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dc.contributor.authorNg'asike, J. T.
dc.date.accessioned2013-12-17T14:57:12Z
dc.date.available2013-12-17T14:57:12Z
dc.date.issued2012
dc.identifier.citationNew Zeal and Journal of Teachers’ Work, Vol ume 9, Issue 1 , 36 - 49 , 201en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/8109
dc.description.abstractThis paper analyses teacher training in science education in e arly childhood development and pr imary grades in Kenya. The paper argues that even though the Kenya Government empha sis es science as a subject critical for technological advancement and for achieving Vision 2030, the training of science teachers in early childhood and primary colleges nationally triggers a lot of quality questions. The author visited primary teacher tra ining colleges and early childhood development training institutions in Nairobi, Kiambu and Thika Counties and observed the training activities and resources for science education. The article questions science teachers’ adaptability in ensuring science in struction capture s the diverse cultures of Kenya in science classrooms. The author raises methodological questions in science instruction as it appears that the tutors training teachers at the colleges did not di rectly undergo training at the u ni versities in Kenya that prepare them to train primary level teachersen_US
dc.language.isoenen_US
dc.publisherNew Zeal and Journal of Teachers’ Worken_US
dc.titleTraining of Science Teachers for Early Childhood and Primary Grades in Kenyaen_US
dc.typeArticleen_US


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