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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 11 │ 2017 doi: 10.5281/zenodo.1067236 TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY Harriet Wambui Njuii Riara University, Nairobi, Kenya Abstract: 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. Keywords: pedagogy, collaboration, holistic education, personalized learning, transmission model 1. Introduction Research indicates that the content, resources and mode of delivery in teacher education in Kenya has not changed much since its inception in Africa in the mid- Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 483 Harriet Wambui Njui TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY nineteenth century, despite the dynamic technological changes in the society. The programme has continued to use the transmission model of education and retain the nature and structure of the curriculum it inherited from Europe. It has also continued to engage unqualified teacher trainers for various levels of teacher training including degree, Diploma and Certificate (Kafu, 2013). Further, research indicates that the programme has not yet integrated technology in learning (Ochangi, Ayot, Kamina, Ondigi & Kimemia, 2015) and has not also facilitated in-service teachers with professional development (Kafu, 2011, & 2015; Bunyi, 2011; Ochangi, Ayot, Kamina, Ondigi & Kimemia, 2015). These are pertinent issues in education that require urgent attention if teacher education programme in Kenya is to develop teacher trainees with skills that will enable them to effectively facilitate learners with holistic quality education. It is imperative that the programme undergoes reforms in order to align it with the needs of the dynamic 21st century society for relevance. Further, Kafu (2011) recommends that teaching should be professionalized to avoid the scenario of untrained teachers engaging in the profession. He argues that a move towards this direction would make teaching gain the respect and status accorded to other professions including Law, Engineering and Medicine, which do not allow untrained people to engage in the practice. This could further enhance the quality of education offered in learning institutions and also attract young people to the profession. In addition, the programme should integrate technology in both pre-service and in-service teacher training to ascertain that the teachers churned out by the institutions are globally competitive. This study discusses selected pedagogical practices considered effective in enhancing holistic quality education and in developing learners with the 21 st century skills. They include enquiry based and collaborative pedagogies, project and programme based learning, reflection, case study teaching method, lifelong learning, inclusive pedagogy, integrating mobile technology and social media in learning, learning environment and reforms in in education. The study considers these pedagogical practices crucial in enhancing transformative education to learners as they go through the teaching-learning process. In this study, the term pedagogy is used to refer to the method and practice of teaching. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1229 European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 484