Exploring how teacher preparation pedagogies impact student teachers' teaching practice experiences: A case of a public secondary school in Kenya
Date of Award
7-2013
Document Type
Dissertation
Degree Name
Master of Education (MEd)
First Supervisor/Advisor
Prof. Jacob Marriote Ngwaru
Second Supervisor/Advisor
Dr. Peter Kajoro
Department
Institute for Educational Development, East Africa
Abstract
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 of 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 they did not. The findings indicated that the participants correctly viewed teacher preparation a prerequisite for 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.
Recommended Citation
Judith Khayechia Widava. (2013). Exploring how teacher preparation pedagogies impact student teachers' teaching practice experiences: A case of a public secondary school in Kenya (Unpublished Masters Thesis). Dar es salaam: Aga Khan University