Influence of Pedagogical Content Knowledge on Teacher Trainee Professional Competency at University of Nairobi, Kenya
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Date
2019-11Author
Lilian, G. K.
Amollo, O. P.
Type
ArticleLanguage
en_USMetadata
Show full item recordAbstract
Teaching as a knowledge-based profession requires pedagogical content knowledge for problemsolving, decision making, class management and sensitivity for adapting to diverse needs of learners.
Whereas teacher knowledge is absolutely a component of professionalism, pedagogical content
knowledge contributes to mastery of teaching, self-regulation and cognitive abilities for professional
competence. Further, pedagogical content knowledge assists teacher trainees to; reflect on
experiences; express insights about anticipated practice and develop appropriate ways of
communicating during instructional delivery. This study explored influence of pedagogical content
knowledge and teaching practice assessment process at the University of Nairobi. Anchored on
descriptive survey design, the study targeted 68 trainee teachers on teaching practice from 17
Counties sampled randomly. The study used interview schedules, observation guides and
documentary analysis to collect data from trainee teachers. For data analysis, the study relied on
descriptive and inferential statistics, with data presented using tables. The study results found
inconsistencies in the manner in which teacher trainees prepared for teaching practice.
Recommendations advocate for teacher educators to re-examine appropriate preparation approaches
that can assist teachers to prepare effectively for instructional management. Further, the University
of Nairobi should explore appropriate and reliable mechanisms for sustaining and financing teaching
practice process in order to achieve professional competence Teaching as a knowledge-based profession requires pedagogical content knowledge for problemsolving, decision making, class management and sensitivity for adapting to diverse needs of learners.
Whereas teacher knowledge is absolutely a component of professionalism, pedagogical content
knowledge contributes to mastery of teaching, self-regulation and cognitive abilities for professional
competence. Further, pedagogical content knowledge assists teacher trainees to; reflect on
experiences; express insights about anticipated practice and develop appropriate ways of
communicating during instructional delivery. This study explored influence of pedagogical content
knowledge and teaching practice assessment process at the University of Nairobi. Anchored on
descriptive survey design, the study targeted 68 trainee teachers on teaching practice from 17
Counties sampled randomly. The study used interview schedules, observation guides and
documentary analysis to collect data from trainee teachers. For data analysis, the study relied on
descriptive and inferential statistics, with data presented using tables. The study results found
inconsistencies in the manner in which teacher trainees prepared for teaching practice.
Recommendations advocate for teacher educators to re-examine appropriate preparation approaches
that can assist teachers to prepare effectively for instructional management. Further, the University
of Nairobi should explore appropriate and reliable mechanisms for sustaining and financing teaching
practice process in order to achieve professional competence
URI
http://www.onlinesciencepublishing.com/welcome/htmlarticle/24/413/http://erepository.uonbi.ac.ke/handle/11295/109744
Citation
Lilian, G. K., & Amollo, O. P. (2020). Influence of Pedagogical Content Knowledge on Teacher Trainee Professional Competency at University of Nairobi, Kenya. Learning, 5(1), 1-12.Publisher
American Journal of Education and Learning
Subject
Content, knowledge, Pedagogical knowledge, Preparation, Teacher trainee, Professional competence.Content, knowledge, Pedagogical knowledge, Preparation, Teacher trainee, Professional competence.
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