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A QUALITATIVE CASE STUDY OF NOVICE KENYAN PRIMARY SCHOOL TEACHERS: WHAT MESSAGES TRANSMITTED BY THE TEACHER TRAINING COLLEGES ARE INTERNALIZED AND APPLIED?

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Date Issued:
2011
Abstract/Description:
The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.
Title: A QUALITATIVE CASE STUDY OF NOVICE KENYAN PRIMARY SCHOOL TEACHERS: WHAT MESSAGES TRANSMITTED BY THE TEACHER TRAINING COLLEGES ARE INTERNALIZED AND APPLIED?.
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Name(s): Kranz, Carol, Author
Biraimah, Karen, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.
Identifier: CFE0003883 (IID), ucf:48729 (fedora)
Note(s): 2011-08-01
Ed.D.
Education, Other
Doctorate
This record was generated from author submitted information.
Subject(s): Africa
Kenya
teacher training
pedagogy
cognitive processes
educational quality
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003883
Restrictions on Access: public
Host Institution: UCF

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