https://kerd.ku.ac.ke/handle/123456789/128 2026-07-19T21:23:30Z 2026-07-19T21:23:30Z Cherobon, Vicky https://kerd.ku.ac.ke/handle/123456789/1155 2020-07-09T06:23:14Z 2020-01-01T00:00:00Z

Teacher Training and Implementation of Integrated English Curriculum in Public Secondary Schools in Nandi East Sub County, Kenya Cherobon, Vicky The aim of this paper was to investigate the influence that teacher training had on implementation of integrated English curriculum in public secondary schools in Kenya. The study adopted a descriptive survey design. The target population was twenty four public secondary schools, 24 head teachers, 24 HODs, 48 teachers of English and 3000students from Nandi East Sub County, Nandi County, Kenya. The sample size was 12head teachers, 12 HODs, 24 teachers of English and 300 students. Data were collected using questionnaires and interview guides. Data were analyzed using descriptive statistics. The study found out that 50.0% of teachers taught English as integrated whereas 50.0% taught English and literature as separate subjects. With regard to preservice training on teaching Integrated English Curriculum (IEC), 50.0% said that it was inadequate whereas only 3.75% felt that the training received was adequate. In regard to attendance of in-service training on IEC, 79.2% had attended and 12.5% did not attend. The paper concludes that despite teachers supporting the need for pre-service and in-service training, the programme failed to adequately address the instructional demands brought by IEC in public secondary schools in Nandi East Sub County, Kenya. The paper recommends that pre-service training of teachers should be tailor made to ensure that English and Literature are taught as an integrated course by the teacher education colleges and universities in Kenya. A research article in European Journal of Education Studies

2020-01-01T00:00:00Z Omondi, Maryslessor Anusu Barasa, Peter L. Omulando, Carolyne A. https://kerd.ku.ac.ke/handle/123456789/1142 2020-06-19T07:20:36Z 2014-10-01T00:00:00Z

Embedding ICT in English Second Language Teacher Professional Development: Challenges and Prospects for Kenya Omondi, Maryslessor Anusu; Barasa, Peter L.; Omulando, Carolyne A. In this age of globalization, the use of technology is advancing at an exponential rate and is taking root within many fields including education. The changed face of education predisposes pressure to the modern teacher due to a sense of knowledge and skills inadequacy. Apart from content and pedagogical knowledge, today’s teacher requires knowledge, skills and expertise in the use of information communication technology (ICT) in order to enhance the instructional process. This calls for a deliberate paradigm shift in the manner in which the teacher is prepared and taken through various teacher professional development (TPD) programmes. Professional growth of a teacher is a life-long process of development beginning with pre-service training and climaxing in retirement. Theories of TPD show that teachers exhibit needs at different times in their professional lives. An analysis of these needs prompts a differentiated approach to their professional development. The teacher has to contend with various changes and therefore needs education in addition to initial preservice training, thus the need for revitalized TPD programmes. Educationalist at all levels of learning must acknowledge and realize that the adoption, utilization and infusion of ICT in education is fundamental to effective teaching and consequently, successful learning. Teacher education as a component of education therefore requires to be revolutionized to suit the trends and needs of the modern society through the nature of training and professional development the teacher trainees and already practicing teachers are exposed to respectively. It is from this perspective that we do in this paper argue for the infusion of ICT into English language TPD processes, both at personal and institutional levels. This will enable the teachers of English in Kenya to operate within new and modern educational trends thus modelling life-long learning strategies that are closely linked to facets within facets of TPD. We do believe that the infusion of ICT into TPD will enable the skills and knowledge of the older teachers of English to evolve into a rich tapestry of knowledge that can only serve to create inclusive, richer and innovative teaching styles that will ultimately promote language learning among student. A research article in International Journal of Innovation and Scientific Research

2014-10-01T00:00:00Z Orwenjo, Daniel Ochieng Erastus, Fridah Kanana https://kerd.ku.ac.ke/handle/123456789/1141 2020-07-30T08:59:54Z 2018-01-01T00:00:00Z

Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT) Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to, lack of finances, tradition, competence, and the experience to develop such resources. Such a situation has persisted despite the existence and availability of many Open Educational Resources (OERs) that have been developed by education stakeholders at enormous cost. Such freely available resources could potentially improve the quality of existing resources or help to develop new courses. Yet, their uptake and reuse in secondary and primary schools in Kenya continues to be very low. This paper reports the findings of a study in which Open Resources for English Language Teaching (ORELT) developed by the Commonwealth of Learning (COL), Canada, were piloted in a sample of fifty (50) Kenyan secondary schools. The study applied the Model 1 – Distance and Dependence (Zhao et al 2002) model to investigate the challenges that instructors face in adopting and using ORELT materials. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers, as well as lack of administrative support, are some of the challenges experienced in the adoption and use of OERs in Kenyan schools. The findings of the present study will provide useful insights to developers of OERs and Kenyan education stakeholders in devising strategies to optimize utilization of OERs in the Kenyan school system. A research article in Journal of Learning for Development

2018-01-01T00:00:00Z Indumba, Granvil Wanderi, Peter https://kerd.ku.ac.ke/handle/123456789/1139 2020-06-19T06:45:34Z 2019-01-01T00:00:00Z

Attitude of Teachers of English towards Implementation of Integrated English Curriculum in Public Secondary Schools in Kinangop Sub-County, Nyandarua County, Kenya Indumba, Granvil; Wanderi, Peter Despite drawing a lot of praise from scholars, the Integrated English Curriculum continues to face obstacles in its enactment. This paper seeks to assess the impact of attitude of teachers of English towards integrated English on the implementation of integrated English curriculum. The research was guided by the concerns-based conceptual change model. A convergent parallel research design was applied for this study. Systematic sampling was applied to select 36 teachers of English. Simple random sampling was used to select 19 principals and 19 Heads of Departments while purposive sampling was applied to select the sub-county Director of Quality Assurance and Standards Officer and sub-county Director of Education. The study used questionnaires, interview schedules and an observation check list in data collection. The main findings of the study are that, majority of the teachers of English have a positive attitude towards Integrated English curriculum. On the impact of attitude towards implementation of Integrated English Curriculum, majority of the teachers of English who had a positive attitude towards Integrated English curriculum also had Integrated English Curriculum successfully implemented. However, majority of the teachers of English who had a negative attitude towards integrated English curriculum also had Integrated English Curriculum not successfully implemented; an indication that attitude has an impact on implementation of Integrated English Curriculum. A research article in African Journal of Education, Science and Technology

2019-01-01T00:00:00Z