“Classroom practices of primary school teachers of english: examining the potential application of post method pedagogy in Kenya”

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mary Oluga


Institute for Educational Development, East Africa


This study aimed to examine the classroom practices of primary school teachers of English that reflect application of post method pedagogy in teaching of English language. The teacher in the context of Post Method Pedagogy is a researcher and a facilitator in the teaching process, leading to the development of teachers’ own theory of practice and learner autonomy. Specifically the study was guided by the following three objectives; examine the classroom practices of teachers of English in teaching of English which overlap with the construct of post method pedagogy, examine the role of the primary school teacher of English in the context of Post Method Pedagogy and examine the opportunities and constraints that primary school teachers experience in teaching of English language in the context of Post Method Pedagogy. The study adopted Kumaravadivelu’s 1994 conceptual framework of 3 parameters of Particularity, Practicality and Possibility and the 10 macro strategies. A qualitative approach, descriptive case study design was used for the study with a sample of six English teachers sampled through the non-probability purposive technique. Data was collected through interviews and document analysis. Thematic and content analysis were utilized for the study. The transcripts were examined to develop codes and categorize the emerging codes within the pedagogical parameters proposed in the Post Method Pedagogy. Findings from the analysis reveal that teachers over rely on methods to teach alongside syllabus and text books leading to lack of creativity and innovativeness on the part of the teacher hence minimizing effective learning opportunities for learners. Opportunities available for the English teachers to teach English is the autonomy to adapt methods and the notional-functional syllabus. Constraints to the teaching of English include prescriptive teaching, government policy and lack of autonomy for teachers and learners. Based on the findings the study recommends a review of education policy in the design and implementation of the primary school English syllabus. Further, there is need for teachers to be more innovative by designing collaborative and interactive activities. Moreover, teachers of English should embark on advancing their teaching skills to enhance their professional growth.

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