An Examination of Teaching Practice as a Component of Primary Teacher Training in Kenya. African Studies in Curriculum Development & Evaluation. No. 66.

Autor/in	Awuor, Mordoch Ouko
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	An Examination of Teaching Practice as a Component of Primary Teacher Training in Kenya. African Studies in Curriculum Development & Evaluation. No. 66.
Quelle	(1982), (61 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Developing Nations; Elementary School Teachers; Foreign Countries; Higher Education; Preservice Teacher Education; Program Design; Program Effectiveness; Schools of Education; Student Attitudes; Student Teachers; Student Teaching; Teacher Education Curriculum; Teacher Education Programs; Kenya + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programme design; Programmaufbau; Programmplanung; Erziehungswissenschaftliche Fakultät; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Kenia
Abstract	This study examines the effectiveness of the student teaching component of primary school teacher training in Kenya by reporting on the results of questionnaires administered to 300 student teachers, 80 program graduates who are not teaching, and 60 college tutors. Chapter 1 details the background of the study, including its purpose, significance, and limitations. Chapter 2 discusses the methodology used and describes the sampling procedure, data collection instruments, and administration of those instruments. Chapter 3 outlines data analysis procedures, administration of teaching practice in the sample colleges, and structure of the teaching practice. Chapter 4 lists findings and recommendations, some of which include: (1) a longer (perhaps six-month) uninterrupted period of student teaching; (2) more opportunities for study of how the administration affects teaching and teachers; and (3) a teacher training program consisting of a year of academic work and professional studies, a half-year for more advanced professional studies, and a half-year for practical teaching. Appendices contain questionnaires and a bibliography. (JMK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC