Supervisors Responses on Preparation of Schemes of Work During Teaching Practice in Public Universities in Eldoret, Kenya

Teacher education worldwide has been recognized as an important sector of education whose role is to prepare prospective teachers with the requisite knowledge, skill and attitude for the achievement of quality education. Lately, it has been given prominence because its end result is expected to become the strength of change for sustainable development. The purpose of this study was to explore supervisors’ responses on the preparation of the scheme of work during teaching practice. The objectives of the study were to examine the scheme of work prepared by student teachers and to determine supervisors’ responses on student teachers’ preparation of scheme of work. The study was guided by the social cognitive theory. The study was based on the constructivist-interpretivism paradigm and adopted the qualitative approach. The research design was a descriptive survey that used document and content analysis. The sample size comprised student teachers on teaching practice and their supervisors. Data collection instruments included Lesson Observation Forms and documents where data was collected, sorted, categorized and coded as per a supervisor. Data analysis was done from the themes, forming patterns and presented thematically. The results of the study showed that student teachers’ preparation of the scheme of work was not uniform. While other student teachers were able to develop a well-presented scheme of work, others were unable to present the expected as per the requirements offered during training. Anomalies noted specifically were on filling of the components which failed to show a relationship between one and another. The results of the study form a basis for refocusing on training bit on the preparation of the scheme of work. The results will benefit all stakeholders’ teacher trainers, the department of curriculum and instruction, KICD and the Ministry of Education at all levels, especially those tasked with the training of teachers.

Building Inner Motivation among FL Learners in the Age of Education Globalization with the Help of New Technologies

The main aim of this article is to present essential information concerning the correlation between building students’ inner motivation and using modern technologies for teaching and learning purposes. Mixed research was conducted including questionnaires, tests, lesson observation sheets, and focus group interviews. The respondents were divided into three age categories. However, all the students agree that lessons using modern technologies significantly affect the level of their internal motivation to work independently. The role of teachers is significant, as they should constantly deepen their knowledge in this field and teach their students how to use new technologies effectively.

APPROPRIACY OF PROCESS APPROACH IN THE TEACHING OF COMPOSITION WRITING IN UPPER PRIMARY CLASSES IN KENYA

Imaginative composition writing skills (IMW) in Kenyan primary schools strengthen learners’ learning, thinking and reflect on their overall academic performance. However, achieving good composition writing is challenging especially to non-native learners of English because of its complexity and nature. Some factors attributed to learners’ writing difficulties are: the curriculum, the pedagogic approach used and teachers’ lack of ability in writing instruction. These factors are in tandem with the ICW status in Vihiga County where over (70%) of Class 8 learners’ composition score are unsatisfactory, 60 % of teachers are uncomfortable to teach ICW while 75% of learners find it boring. To address these ICW difficulties, this study assessed the process approach out of the three principal writing approaches because it’s seen as the best alternative to product approach and that genre approach is considered a newcomer. The objective of the study was to assess the effectiveness of process approach in developing composition writing. Archer’s theory of reflexivity guided the study which used qualitative exploratory research design and was conducted in Vihiga County. Data collection tools were Lesson Observation and Interview Schedules. Validity and reliability were tested through triangulation and thick description. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: ineffective utilisation of the process approach due to teachers’ knowledge gaps on the approach. The study recommended teachers to use process approach effectively in ICW and the Ministry of Education to in-service teachers on writing approaches. KEY WORDS: Process Approaches, Composition Writing, Pedagogy, in-service, and Upper Primary Learners