Learning Resource Centers: Adequacy and Relevance of Resources in Public Primary Teacher Training Colleges in Kenya.

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.

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

EPRA International Journal of Multidisciplinary Research (IJMR) ◽

10.36713/epra5145 ◽

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,

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

East African Journal of Interdisciplinary Studies ◽

10.37284/eajis.3.1.268 ◽

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.

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

East African Journal of Interdisciplinary Studies ◽

10.37284/eajis.5.1.524 ◽

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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Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

10.31219/osf.io/xg8tp ◽

2020 ◽

Author(s):

Thi Tam Bui ◽

T.T.H. Vu ◽

Q.H. Le ◽

Trong Luong Pham ◽

T.M.A. Nguyen ◽

...

Keyword(s):

Teacher Training ◽

Training Program ◽

Primary Education ◽

Primary Teachers ◽

Project Based Learning ◽

Primary Teacher ◽

Great Success ◽

Learning Method ◽

Teacher Training Program ◽

Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

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Becoming Science Teachers: an evaluation of the initial stages of primary teacher training

Assessment & Evaluation in Higher Education ◽

10.1080/0260293970220102 ◽

1997 ◽

Vol 22 (1) ◽

pp. 17-31 ◽

Cited By ~ 13

Author(s):

Joan Parker ◽

Elaine Spink

Keyword(s):

Teacher Training ◽

Science Teachers ◽

Primary Teacher ◽

Primary Teacher Training

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Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus

International Journal of Innovative Research in Education ◽

10.18844/ijire.v0i0.121 ◽

2015 ◽

Vol 1 (2) ◽

pp. 39

Author(s):

Gülsün Atanur Baskan ◽

Erim Atalar

Keyword(s):

Teacher Training ◽

South Korea ◽

Primary Education ◽

Research Data ◽

Primary Teacher ◽

Education Policies ◽

Turkish Republic ◽

Northern Cyprus ◽

Training Policy ◽

Primary Teacher Training

Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.

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Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees

Mobile Devices in Education ◽

10.4018/978-1-7998-1757-4.ch023 ◽

2020 ◽

pp. 374-391

Author(s):

Blanca García Riaza ◽

Ana Iglesias Rodríguez

Keyword(s):

Teacher Training ◽

Mobile Devices ◽

Learning Process ◽

University Education ◽

Primary Teacher ◽

Learning Tools ◽

Leading Role ◽

Educational Processes ◽

Changing Times ◽

Primary Teacher Training

University education is nowadays facing the need to rethink teaching processes carried out, to accommodate them to new understandings about how the human beings learn, also transcending the use, access and appropriation of a methodology adapted to changing times where, no doubt, mobile devices have a leading role. Besides their obvious communicative and playful function, teachers and learners must be aware of the pedagogical potential of these devices that can become allies in educational processes. This study analyzes the perception of university students, enrolled in the Pre-Primary and Primary Teacher Training Degrees at the University of Salamanca (Spain), about the use of mobile devices as tools to assist the learning process and as gadgets to practice and boost the learning process carried out in the classroom. Relevant outcomes have been extracted from the inspection of the data obtained through a survey to students, what has enabled us to draw interesting conclusions about the opinion of students about the inclusion of mobile devices as learning resources at tertiary level, that unravel the good disposition of the students polled towards the incorporation of these devices, both to university classes as well as to their future professional development.

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