scholarly journals Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 12-26
Author(s):  
Jacinta Katumbe Mutisya ◽  
Wilfrida Arnodah Itolondo ◽  
Samson Kariuki Ikinya
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Teacher ◽  
Instructional Approaches ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Societal Issues ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction orientation to the teacher education curriculum and to establish the relationship between tutors’ social reconstruction orientation and choice of instructional approaches in public primary teacher training colleges in Kenya. This study adopted a correlational approach with a convergent mixed-methods approach. Questionnaires, interviews, classroom observation and document analysis were used to collect data. The sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively selected from five public primary teacher training colleges in Kenya. Both descriptive and inferential statistics were used to analyse data as per the study objectives. The study found no significant relationship between social reconstruction orientation and choice of instructional approaches. Consequently, this may impact negatively on the development of a teacher that is engaged, empowered, ethical and globally competitive as is proposed in the current teacher education reforms in Kenya. The inadequate representation, the restricted framework, limited provision of interactive learning activities and policy on the integration of societal issues in the primary teacher education curriculum provided a poor link between theory on societal issues and practice. Professional development of tutors and relevant stakeholder engagement are crucial in changing the mindsets of tutors with regard to teaching a curriculum for social reconstruction.

scholarly journals CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA

2013 ◽  
Vol 52 (1) ◽  
pp. 35-47
Author(s):  
Alice Merab Kagoda ◽  
Betty Akullu Ezati
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Teacher Training Colleges ◽  
Primary Teacher Education

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

scholarly journals Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 14-22
Author(s):  
Bernard Chemwei
Keyword(s):  
Teacher Training ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Primary Teacher ◽  
Ict Integration ◽  
Positive Attitudes ◽  
Study Results ◽  
Teacher Training Colleges ◽  
The Relationship ◽  
Primary Teacher Training

This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction.  The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.

scholarly journals EXAMINATION OF STRESS COPING STRATEGIES AS PREDICTORS OF ACADEMIC PERFORMANCE AMONG STUDENTS IN TEACHER TRAINING COLLEGES IN CENTRAL REGION KENYA

2020 ◽  
pp. 118-126
Author(s):  
Elizabeth Ndinda Muema ◽  
Prof James Muola ◽  
Dr Pamela Muriungi
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Teacher Training ◽  
Coping Strategies ◽  
Primary Teacher ◽  
Stress Coping ◽  
Teacher Training Colleges ◽  
Stress Coping Strategies ◽  
Task Oriented ◽  
Primary Teacher Training

Despite the very high stake placed on education, poor academic performance has continued to be felt in Kenya in Primary Teacher Training colleges in Kenya. This affects the life and career progression of the students and becomes a challenge to both the parents and the nation at large. The study sought to establish how stress coping strategies predict academic performance among students in Primary Teacher Training Colleges in central region. Questionnaire on coping strategies was adapted from CISS-21 by endler and Parker. Academic Performance was inferred from the students mean grade obtained from the Mid-course examinations at the end of year one. Quantitative data was analyzed using SPSS version 26. To examine the relationships among the variables Pearson Product Moment Correlation Coefficient and regression analysis were used. Generally there was a negative significant correlation between the overall measure of Coping strategies ( r = 0.-56, p <0.01, n=197) .Academic performance was found to be significantly correlated with a) task oriented coping at (r = 0.68,p <0.01, n=197),b) emotional oriented coping( r = 0.-75,p,<0.01) and c) avoidance oriented coping (r=0.-68 ,p,<0.01).On regression analysis, Coping strategies had a significant predictive weight on academic performance (F,1,195)=89.5,p<0.0) with use of emotion and avoidance coping significantly predicting academic performance. Based on the findings it was recommended that educators, lecturers and other education stakeholders should create an enabling environment in order to enhance students’ academic self-efficacy, response to stressful situations and coping strategies. Students support services like guidance and counselling should be strengthened, and is important for the colleges to have intervention programs to buffer the negative impact of stressful environments and enhance positive coping strategies. KEY WORDS: Coping Strategies, Task oriented, Emotion oriented, Avoidance oriented, Performance, Teacher Training Colleges,

scholarly journals Rethinking Teacher Education towards Producing Critical and Creative-Minded Educators in Nigeria

1970 ◽  
Vol 11 (1) ◽  
pp. 1-13
Author(s):  
Patrick O Akinsanya ◽  
Emmanuel S Osiyemi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education System ◽  
Philosophy Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Training Courses

This paper discusses the training of the Nigerian pedagogue. It contends that the curriculum used to prepare the Nigerian pedagogue must be enriched with the capacity to produce critical and creative teachers who will, in turn, produce critical and creative Nigerians. This will be beneficial to the education system, for the latter will henceforth be managed by stakeholders who possess the ability to innovate the system. Such a system will automatically be rid of robots and fuddy-duddies. The paper suggests three options to rejuvenating the teacher education curriculum: infusing a new course on ‘Logic and Aesthetics’ into the teacher education curriculum; strengthening the philosophy of education component of teacher training courses and making it core; modifying the existing general course on ‘Philosophy & Logic’ into ‘Philosophy, Logic & Aesthetics’; and enriching the content in such a way that it can instil both criticality and creativity.

scholarly journals Relationship between Tutor Confidence and ICT Integration in Primary Teacher Training Colleges in Kenya

2022 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Bernard Chemwei
Keyword(s):  
Teacher Training ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Body ◽  
Primary Teacher ◽  
Ict Integration ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teacher Training Colleges ◽  
Primary Teacher Training

Despite increases in computer access and technology training, ICT is not adequately being used to support instruction in teacher education institutions. Unless teachers improve their ability to use existing technology, they will encounter various difficulties. One of the most notable of these difficulties is that they cannot respond to the expectations of their students. Research has shown that the self-confidence of teachers affects their use of technology in instruction. The study assessed the confidence of tutors in primary teacher training colleges regarding the integration of ICT in the teaching and learning practice in Kenya. There are a number of ICT projects that are equipping Kenyan institutions of learning with computers and establishing internet connectivity. But the body of literature on studies among tutors is so scanty, leaving a noticeable gap in the literature about tutors’ level of ICT integration in instruction. The study sought to establish the relationship between tutor confidence and their level of ICT integration teacher training colleges in Kenya. A cross-sectional survey was conducted to investigate tutors’ confidence in the use of ICT in teaching. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire and an interview schedule. The data collected was analysed descriptively for frequencies, means, standard deviation, and percentages. The significance of relationships and differences of variables were tested using Pearson moment Correlation and Regression analysis. Results indicated that there is a low level of ICT integration in teaching in all teacher training colleges. A significant relationship was found between the tutor's confidence and their level of ICT integration in teaching (β3= 0.535, p<0.05). It was thus recommended that: College tutors should be given adequate exposure for them to be able to utilize ICT facilities in their classrooms. Colleges should also computerize most activities by buying computerized software within departments. This will compel most tutors to acquire the requisite skills. The ministry of education should also embrace ICT and demand professional documents from college tutors be typed and sent online.

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