https://kerd.ku.ac.ke/handle/123456789/115 2026-08-24T09:21:19Z 2026-08-24T09:21:19Z Mbugua, Flora Wanja https://kerd.ku.ac.ke/handle/123456789/1696 2020-07-08T10:05:21Z 2011-01-01T00:00:00Z

Teacher Preparation for the 21st Century Mbugua, Flora Wanja Teacher quality affects the quality of the education curriculum, its implementation, assessment and evaluation, making preparation of teachers a very important aspect of any education system in the world. However, most social systems do not treat teacher education as a serious endeavor and so do not improve conditions to make success a possibility. For example, the teacher education curriculum has remained more or less the same over the years. Again, besides the initial training, most teachers have minimal opportunities for any further professional development. As countries continue to experience education reforms in tune with the demands for the 21stcentury competitive workforce, social cohesion and individual growth, it is imperative to have a teacher education program well planned to fit in the rapidly changing world. Thus this paper, proposes a teacher education program suitable to meet the exigencies of the 21st century. The paper argues that teacher education preparation needs to have strong knowledge based pedagogy incorporating clinical schools and information communication technology (ICT). Through it, teachers’ practice will be informed and guided by reflective practice, research and professional development to ensure lifelong learning. Ultimately, the 21stcentury teacher is one who is going to be able to unlearn, learn and relearn in order to influence positive student outcome. As a result, active learning that is constructivist in nature will be encouraged in the classrooms, moving away from the commonly used transmission mode of education. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation

2011-01-01T00:00:00Z Ondigi, Samson R. Ayot, Henry O. Mueni, Kiio Nasibi, Mary https://kerd.ku.ac.ke/handle/123456789/1687 2020-07-08T09:41:00Z 2011-01-01T00:00:00Z

Vocationalization of Education in Kenya: the Classroom Practice and the Learners’ Responsibilities for Change in the 21st Century Ondigi, Samson R.; Ayot, Henry O.; Mueni, Kiio; Nasibi, Mary The essence of education is to prepare an individual for lifelong experiences after schooling. Education as offered in schools today is expected to give the teacher a chance to impart knowledge and skills in the learner, and for the learner to be informed and be able to put into practice what has been gained in the course of time. The Kenyan curriculum and goals of education are clearly stipulated if followed to the latter. Basically, the classroom practice by both the teachers and the learners exhibit an academic rather than a dual system that is expected to meet the needs of both the individual and those of the communities which form subsets of the society at large. It is upon this premise that education of a given country must prepare its individuals in schools so as to meet the goals of education at any one given time of a country’s history. This paper looks at the perspective of vocationalization of education in Kenyan at this century. The history of education ever since independence in 1963 by focusing on the Ominde commission through the Koech report of 1999 have been emphatic that education must meet the national goals of education as stipulated in the curriculum. But what is edging the practice that has not revolutionalized the socio-economic, cultural and political development of Kenya? Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classroom aimed at achieving diversified learning and common practices in the career. The challenges herein are: where have we gone wrong as a nation, what is the practice in the classroom, when can the nation be out of this dilemma, who is to blame for the status quo and finally what is the way forward? By addressing these questions, the education system will be responsive to the changes in time and Kenya will be on the path to successful recovery. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation

2011-01-01T00:00:00Z Ayot, Henry O. https://kerd.ku.ac.ke/handle/123456789/1684 2020-07-08T09:30:17Z 2011-01-01T00:00:00Z

Effective Teaching Practice as the Professional Familiarity with Varying Abilities and Classroom Control Ayot, Henry O. This paper looks at the theories of education as inculcation of knowledge from the known into the unknown. To help the student teacher to develop the abilities and interests in teaching and learning. It helps the student teacher to seek to satisfy the needs of student by providing the necessary and relevant information to the student. It is intended to equip student teacher with competence in giving relevant information, giving the guidance, motivation and environment with positive interaction with students in a controlled classroom situation. Practical advice is provided on classroom procedures and on the ways of creating maximum utilization of facilities at any given classroom situation. The feedback in forms of regular tests and examinations become part and partial of teaching practice and essential component in evaluation of the learning process. Teaching practice helps in providing important feedback to the teacher in reviewing the teaching tasks. The paper is intended to describe and analyse the whole process of teaching practice and the rationale for its institution for teacher trainers. Concrete description will be made of all arrangements that must be made with the practising school or colleges; the role of subject supervisors; area supervisor and co-operating teachers in the whole programme. The duties of the student teacher in the teaching practice both in the classroom and extracurricular activities will be examined. The student teacher to identify himself with the new environment and meet the challenges of teaching practice. The rationale of teaching practice is to provide a neutral environment for the enforcement of theories of education learned in the university. It is a forum for assessment in professional ethics and skills and lesson material preparation. Thus the paper will look at all areas of teaching practice to provide information and assessment for both the student and the subject; supervision and the need for proper communication among all concerned. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation

2011-01-01T00:00:00Z Mwangangi, Leonard Ayot, Henry Kiio, Mueni https://kerd.ku.ac.ke/handle/123456789/1650 2020-07-07T09:38:37Z 2015-01-01T00:00:00Z

Mentoring Secondary School Teachers for Effective Teaching and Learning Mwangangi, Leonard; Ayot, Henry; Kiio, Mueni Teachers perform a variety of duties such as implementing the syllabus content, dealing with classroom management, issue of learners' discipline, integrating students with special needs, using technology, co-curricular activity and being accountable to various stakeholders of education. These tasks can be difficult and stressful to smoothly enable teachers perform there is need for mentoring programs. Mentoring has been described as a nurturing process. In which a more skilled person serves as a role model by teaching sponsoring, encouraging, counseling and befriending a less skilled and less experience person i.e. protégé for the purpose of promoting professional development and efficiency, the overall purpose of teacher mentoring is to improve teaching and learning process. This study intends to look at areas of professional development where teachers need mentoring such as policies and procedures, stakeholders" expectations and analyses of related data such as documents on policy. Data will be analyzed and inference made. It is expected that mentoring will make teachers get job satisfaction and be effective in the teaching and the learning process Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

2015-01-01T00:00:00Z