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This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical thinking, problem solving and innovation. The skills enable them to confront the numerous societal challenges emanating from the dynamic technology. Further, with technology support, the pedagogies promote inclusive education through individualized learning that is personalized and self-directed. The paper recommends that the Teacher education programme in Kenya should embrace reforms in curricula and teaching methods to facilitate use of pedagogical practices that develop teacher trainees with the skills needed in today’s vast society. This could prepare them to offer holistic quality and relevant education that can contribute to the development of the society.
2021 •
Teacher training education programmes should be tailored towards preparing prospective and in service teachers to meet the dynamic demands of the 21st century teachers and learners. There is a dire need to equip pre-service and in-service teachers with the 21st century skills such as the use of the latest technology that they will transfer to the learners. While teachers bear the noble burden of facilitating meaningful learning in the 21st century, it is incumbent upon the government and the relevant authorities to institute comprehensive policies which will ensure that teacher education initiatives create desired teachers. Teacher education in Kenya has experienced both successes and a myriad of challenges. In this paper, I will critically reflect on teacher education in Kenya, highlight successes and challenges of teacher education and lastly recommend measures to a successful teacher education in the 21st century.
2013 •
As the world we are living in experience fast changes in our economic, political and social lives, there is need for a new perspective in the manner in which teachers approach teaching and learning in their classroom environments. This thus calls for the creation of learning networks for Kenyan teachers so as to enhance their individual technological development and that of their learners. Rather than clinging to the current educational practices that aims at improving the current situation, there is need for us to approach the crisis of schooling from a completely different perspective. The need to learn how to learn and to provide multichannel learning opportunities through a variety of flexible delivery mechanism forms the basis of this new perspective. How can we teach teachers how to learn? Ongoing professional development through the establishment of collaborative learning networks promise to provide incentives for change not perceived before. An important driving force behind these professional networks is the emerging information and communication technologies. Modalities on how best we can make our teachers in schools embrace new technology in their classroom content delivery and in their own career development in the current digital world, is the ultimate concern of this concept paper.
This magazine article discusses teacher trainings the authors co-created with the Ministry of Education in western Kenya in 2013. Trainings used transparent pedagogy, Universal Design for Learning, Multiple Intelligences, and decolonizing methodologies to design and deliver the trainings to primary school teachers in western Kenya.
2013 •
Teacher preparation practices are indices used to measure quality teacher besides other variables. Whereas the current teacher preparation is test scores based inclining to cognitive knowledge, a good teacher preparation practices is a holistic development in nature oriented towards character, skills and knowledge. To embed teacher preparation in the trio domains, defines the moral duties a teacher has towards the learner akin to biblical teachings that reflect the requirements for the 21st century teacher. The required skills correspond with workplace realities marked by creativity and innovativeness rather than transmission and consumption of knowledge. To change the current practice there is need to re-focus and align to both interactive teaching and the requisite skills of 21st century addressed in the following critical questions; are approaches used for teacher preparation relevant to modern teaching? What role do teachers play in instructional delivery for 21st century learners? Which modern innovations can be adopted? The article hopes to highlight the current practices versus best practices of 21st century Skills Keywords: Teacher Preparation, Conventional Practices, Innovativeness, 21st century learner
National Dialogue for ICT in Education for Sustainable Development
Preparing the Next Generation of Teachers2014 •
2019 •
Delivery of quality and equitable inclusive education requires innovative approaches in teacher preparation. Transition of learners with disabilities to secondary schools and their retention therein has been impaired by lack of teacher preparedness. Teacher Professional Development (TPD) requires involvement of teachers individually and collectively. There has been lack of a systematic continued capacity development of teachers to deliver quality education in inclusive setting. Kenya Institute of Special Education in collaboration with Commonwealth of Learning (COL) conducted a study to explore how inclusive teacher professional development strategies can be used as a driver of access to quality education and lifelong learning for all. The aim of the study was to explore the use of teacher communities of practice made up of teacher educators and practicing teachers as an innovative step in building teacher professional capacity in inclusive education. The study involved 39 classroom...
isara solutions
Emerging Trends in Teacher Education: Issues and ChallengesThe education sector has transformed immensely over a past few decades because of many reasons like the change in curriculum of schools to that of professional teacher training programmes which has had a major impact on the teaching-learning processes implemented within classrooms wherein the development of both the student and the teacher has been given equal importance for there to be a balance. The main purpose of this paper is to study the major challenges that teachers face in a modern classroom keeping up with the new emerging trends in the field of education. One of the major consequences of the challenges is the compromise on the quality of education being provided for which the latest initiative of the United Nations is a proof. United Nations has announced the inclusion of “Quality Education” as one of the key sustainable development goals. From here propagates the motivation behind the research. As educators, we have the opportunity and the capability to bring about revolutions which make the teaching-learning processes better by giving solutions to the major challenges that prevail. The findings revealed that majority considers virtual classrooms and use of ICT as the most popular of all emerging trends. Unavailability of infrastructure to implement innovative measures, an imbalance due to the teacher-student ratio, large amount of syllabus and language are major obstacles that turn into challenges for a teacher. It was surprising to know that a major challenge faced by the majority was the additional task of handling pupils and making each one of them accept and adapt to the new approaches being introduced in the classroom. Teachers need to be provided with proper infrastructure for efficient implementation of Innovative measures. Training should be given to both in-service and pre-service teachers to deal with emerging trends in education to maintain the quality of teaching learning processes.
2013 •
The quality of the teacher is vital in any country as the teacher not only embodies the sociocultural ethos of the country, but, in practices within the classroom, ensures its continuation and potential improvement. It is also said that no people can rise above the level of its teachers. Developing countries like Kenya peg their development agenda mainly on the provision of quality education. One approach to improving education is through in-service training of teachers, both novice and experienced. Ideally, in-service training programs are professional development programs committed to improving educator practices and growing their facilitation skills. It is through in-service training that educational institutions realize multiple goals, ranging from training teachers in the use of the latest technology, to helping them grow their skills in implementing pedagogical best practices, and sometimes even aiding educators as they innovate in pursuit of improved educational outcomes. Thi...
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