Context-Based Learning Primary Teacher Education Model for Kenya
Towards Pedagogical Renewal In Africa
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Research evidence points out that there is a strong relationship between teaching and learning. The KESSP 2005-2010 document and the Sessional Paper No. 1 of 2005 have cited low quality teacher education as a problem in Kenya. They attribute this to the traditional content-based pedagogical primary teacher education model which presents a fragmented view of learning and is not context-based leading to little or no connection between theory and practice. This study sought to establish whether context-based learning through focus discussion groups on teaching and classroom practice improves pre-...
Research evidence points out that there is a strong relationship between teaching and learning. The KESSP 2005-2010 document and the Sessional Paper No. 1 of 2005 have cited low quality teacher education as a problem in Kenya. They attribute this to the traditional content-based pedagogical primary teacher education model which presents a fragmented view of learning and is not context-based leading to little or no connection between theory and practice. This study sought to establish whether context-based learning through focus discussion groups on teaching and classroom practice improves pre-service teachers teaching effectiveness.The study revealed significant differences between the group trained through the traditional content primary teacher education model and those trained through the context-based model. Based on these findings, a context-based pre-service primary teacher education model was formulated for primary teacher education in Kenya and recommendations made to primary teacher education policy makers, curriculum developers, tutors and pre-service teachers to design and implement context-based learning approaches in training primary school teachers in Kenya.
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