African Research Journal of Education and Social Sciences, Vol. 9 (3), 26-36, 2022
Emily Akinyi Onyango1, Joel Wamichwe2, Eleen Yatich3 & John Wakhanu4
1,2,3,4 The Presbyterian University of East Africa,
P.O. BOX 387, Kikuyu – KENYA
Email: emilyakinyionyango@gmail.com
ABSTRACT
Quality education is crucial in educational development of any nation since education acts as an agent of change, and enhances social – economic development of nations. Despite the various changes of curricular by education commissions, quality teacher training in Public Primary Teacher Training Colleges in Kenya still has some gaps that need to be addressed. Although previous studies found that indeed challenges existed in teacher training colleges in terms of education policies, no research has been conducted among stakeholders within PPTTCs in Kenya to ascertain the effects on quality training. This study intended to examine the effect of modernized pre-service and in-service training programs policy on quality teacher training in public primary teacher training colleges in Kenya. The study used descriptive survey design with a target population of 12,285 comprising 11, 525 and 1,050 college principals, subject tutors and teacher trainees respectively. Simple random sampling was used to obtain a sample size of 1,586. Both quantitative and qualitative data were collected using pretested structured questionnaires. Collected data was coded and analyzed using SPSS version 28 and results presented in form of tables, frequencies and percentages. About 50% principals and tutors cited tutors’ overstay in one single college while 50% trainees cited lack of students’ freedom and lack of employment for teacher graduates. From these findings it is concluded that lack of students’ freedom, tutors’ overstay in one single college and lack of employment for teacher graduates do affect quality training in PPTTCs in Kenya. The study further recommends that the government should involve all key stakeholders in the process of improving quality of teacher training by overhauling teacher training curriculum in relation to its structure, content and scope, subject tutors’ professional development specifically for PTTCs in Kenya, unlike the case at the moment where subject tutors trained for secondary education are employed in PPTTCs. These will enhance quality teacher training in PPTTCs in Kenya.
Keywords: Modernized pre-Service Training Programs, in-Service Training Programs Policy Teacher Training Public Primary Teacher Training Colleges, in-Service Training Programs, pre-Service Training Programs
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Suggested Citation
Akinyi, E., Wamichwe, J., Yatich, E. & Wakhanu, J. (2022). Effect of Modernized pre-Service and in-Service Training Programs Policy on Quality Teacher Training in Public Primary Teacher Training Colleges in Kenya. African Research Journal of Education and Social Sciences, 9(3), 26-36. Available online at http://arjess.org/education-research/effect-of-modernized-pre-service-and-in-service-training-programs-policy-on-quality-teacher-training-in-public-primary-teacher-training-colleges-in-kenya.pdf
