Challenges of Administering Teacher Education Programme in Kenyan Universities

Autor/in	Genvieve, Nasimiyu
Titel	Challenges of Administering Teacher Education Programme in Kenyan Universities
Quelle	In: Journal of Education and Practice, 8 (2017) 14, S.30-33 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teacher Education Programs; Teacher Effectiveness; Educational Quality; College Faculty; Foreign Countries; Program Administration; Pedagogical Content Knowledge; Technological Literacy; Guidelines; Sample Size; Questionnaires; Interviews; Decision Making; Educational Innovation; Teacher Attitudes; Student Attitudes; College Students; Kenya + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Fakultät; Ausland; Pädagogische Kompetenz; Technisches Wissen; Richtlinien; Fragebogen; Interviewing; Interviewtechnik; Decision-making; Entscheidungsfindung; Instructional innovation; Bildungsinnovation; Lehrerverhalten; Schülerverhalten; Collegestudent; Kenia
Abstract	Proper management of logistical issues in Teacher education programme tends to promote the quality of preparation of school teachers. The main objective of the study was to investigate challenges of administering teacher education programmes in Kenyan universities. The theoretical framework of the study was adopted as used by Koehler and Mishra's concept of technological pedagogical content knowledge. The study was conducted in public and private universities in Kenya. Purposive, random and stratified sampling techniques were used to select the subjects for the study. The sample size comprised of 59 lecturers and 635 fourth-year students drawn from the selected universities. The research instruments included questionnaires and interview schedule. The study established that challenges in teacher education are real in nature and require urgent address. These challenges were broadly characterized as institutional-based (university) and extra institutional-based (outside the institution) in nature. These challenges result in preparation and production of poor quality of school teachers at university level in Kenya. It is therefore recommended that the identified challenges require collaborative action and decision-making by relevant stake-holders in teacher education programmes and Kenyan universities offering teacher preparation programmes. In order to confront the noted challenges there is need to develop and use innovative practices in teacher education. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01