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Reframing Teacher In-Service Training in Kenya: Recommendations from the Literature

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Title: Reframing Teacher In-Service Training in Kenya: Recommendations from the Literature
Language: English
Authors: Lowe, Geoffrey M., Prout, Peter F.
Source: Africa Education Review. 2019 16(3):54-66.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Inservice Teacher Education, Foreign Countries, Academic Standards, Developing Nations, Teacher Effectiveness, Professionalism, Delivery Systems, Educational Policy, Educational Quality, Program Effectiveness, Pedagogical Content Knowledge, Technological Literacy, Culturally Relevant Education
Geographic Terms: Kenya
DOI: 10.1080/18146627.2017.1340803
ISSN: 1814-6627
Abstract: Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218482
Database: ERIC
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  Data: Reframing Teacher In-Service Training in Kenya: Recommendations from the Literature
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  Data: <searchLink fieldCode="SO" term="%22Africa+Education+Review%22"><i>Africa Education Review</i></searchLink>. 2019 16(3):54-66.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/18146627.2017.1340803
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  Data: Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future.
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      – SubjectFull: Kenya
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