Evaluation of Geography Teachers’preparedness in Pedagogical Approaches for an Enhanced Instructions in Secondary Schools, Kenya
- August 22, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186
Mohamed Moses Muchiri1, Iddrisu Bariham2
1M.Ed. Social Studies Student, Department of Education Communication and Technology, School of Education, Kenyatta University, Kenya
2PhD Candidate, Department of Education Communication and Technology, School of Education, Kenyatta University, Kenya
Abstract: – The purpose of the study was to investigate the level of preparedness of trained Geography teachers from Universities of Kenya and Diploma Colleges towards participation in pedagogical activities. The study was based on Shulman Lee, 1987, model of knowledge growth in pedagogy. It adopted descriptive cross-sectional survey design. In all, 10 heads of department, 30 Geography teachers and 160 students were drawn from a target population of 691 respondents for the study. Data were collected using questionnaires for Geography Teachers and interview schedules for the Heads of departments to investigate the feeling towards preparedness in pedagogy. An observation checklist was used to investigate the types of teaching and learning resources used in the form (3) and (4) Geography lessons. Descriptive statistics in the form of a percentage, frequencies, tables, and ranks were used to analyse data. Major findings of the study were that, most of University trained Geography teachers feltnot well prepared for classroom difficulties and also faced challenges in the procedure of utilization of instructional technology in the teaching/ learning process. It was also noted that most of diploma trained teachers had been effectively oriented in pedagogical activities and on the proper procedural use of instructional resources but follow- up mechanism like in-service training was inadequate. Based on research findings, the study recommended all personnel involved in the teacher training programme should be teachers in the profession. They should be qualified teachers especially in student-centred pedagogy and in particular in universities of Kenya if the Ministry of Education has to have competent teachers teaching in secondary schools. Therefore, there is a need to review the existing structures and practices of conducting teacher education. It further recommended, in order to manage emerging probable challenges in particular pedagogical technological issues and use of ICT in teaching and learning of Geography in secondary schools, there is a need to conduct regular in- service for all teachers, research and investing adequately in teacher education.
Keywords: In – service, Preparedness, Participation, Pedagogy, Teaching, Student-centred Learning
