Exploring how teacher preparation pedagogies impact student teachers' teaching practice experiences: A case of a public secondary school in Kenya

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Prof. Jacob Marriote Ngwaru

Second Supervisor/Advisor

Dr. Peter Kajoro


Institute for Educational Development, East Africa


The purpose of this study was to explore the impact that college-based teacher preparation pedagogies have on student teacher practices during their teaching practice. This is because it has been observed that the deterioration of education quality in school is partly attributed to the training of teachers. It is the expectation that teacher preparation pedagogies inform the practices of student teachers that triggered this study. I employed qualitative case study to understand the impact or teacher preparation pedagogies on student teachers on teaching practice. Data were collected through interview from six purposively sampled participants with a variety of experiences. The study revealed that student teachers were largely informed by their preparation pedagogies apart from a few instances where findings they did not. The indicated that the participants correctly viewed teacher preparation prerequisite for a professional engagement and teaching practice an important hands-on experience to hone their teaching experience and prepared them for the real world of teaching work.

This document is available in the relevant AKU library