Context-based primary teacher training model: the way forward for Kenya

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dc.contributor.authorMwangi, Suleiman Kairu
dc.contributor.authorTwoli, N. W.
dc.contributor.authorMaundu, J. N.
dc.date.accessioned2014-07-18T12:34:07Z
dc.date.available2014-07-18T12:34:07Z
dc.date.issued2011
dc.description.abstractTeacher quality is a continuing interest to most teacher education reform discourses in many countries. Armour and Booth (1999), Feiman-Nemser (2001) and Hoban (2005) argue that most teacher education graduates in many countries often feel inadequate in their preparation for classroom teaching. In Kenya, the Sessional paper No. 1 of 2005, the Kenya Education Sector Support Programme document of 2005-2010 and Wanzare (2002) cite low quality primary teacher education as a major impediment to education reforms. This is attributed to the traditional content-based pedagogical primary teacher education model that lacks adequate learner involvement, presents a fragmented view of learning and has little connection between theory and practice. This study sought to establish whether context-based learning through focus group discussions on teaching and classroom practice improves teachers’ teaching effectiveness and aimed at developing a suitable pre-service primary teacher education model for Kenya. A Quasi-Experimental research design in form of a pre-test/post-test longitudinal panel control group was used. It involved a stratified random sample of 80 first year pre-service teachers from Meru and Egoji colleges (40 for experimental and 40 for control groups). The experimental group was sub-divided into groups of ten of equal gender proportions that held discussions under the facilitation of the researcher once per week during teaching practice sessions. A classroom observation schedule, a focus group discussion schedule and a reflective diary were used to collect data. The findings obtained through the use of a t-test for independent means revealed that there were significant differences between the two groups on instructional systems planning, teacher-student interactions, students’ motivation and use of instructional resources except on teachers’ classroom management.en_US
dc.identifier.citationProceedings of the 2nd International Conference on Education Quality Education for Societal Transformationen_US
dc.identifier.urihttp://cuseinkenya.syr.edu/wp-content/uploads/2013/01/ICE2011.pdf#page=829&zoom=auto,69,769
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10501
dc.language.isoenen_US
dc.titleContext-based primary teacher training model: the way forward for Kenyaen_US
dc.typeArticleen_US
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