A phenomenological investigation into the efficacy of University entry examinations in Kenya: the lived experiences of prospective teachers
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Date
2013Author
Atieno, Kili K'Odhiambo
Type
ThesisLanguage
enMetadata
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The purpose of this study was to investigate the efficacy of university entry
examinations in Kenya in the light of the lived experiences of prospective teachers.
The study examined the lived experiences of prospective teachers on university
entry examinations. A phenomenological hermeneutic method was used to
investigate the efficacy of university entry examinations whereby the prospective
teachers described their lived experiences in relation to Kenya Certificate of
Secondary Education (KCSE) examinations, referred to as the university entry
examinations. The lived experiences were subjected to hermeneutic interpretations.
Forty eight first year Bachelor of Education students in six Kenyan public
universities were involved. The students, referred to as co-researchers, were
provided with semi-open-ended questionnaire that they filled by describing their
lived experiences of university entry examinations (KCSE). Several sessions were
held with the co-researchers to ascertain the authenticity of their description of the
lived experiences. It was found that the lived experiences of prospective teachers
which form the subjective knowledge is not captured by university entry
examinations. The examinations are neither designed to select prospective teachers
nor other professionals but only show academic accomplishment at the Form Four
level. This does not augur well for the teaching profession because those selected to
train as teachers may end up being teachers-of-the profession but not teachers-inthe-
profession. While the latter would demonstrate professional passion and call for
duty, the former would simply apply occupational commitment. It was suggested
that examinations should be phenomenological whereby both subjective and
objective knowledge of the learner are assessed. The subjective knowledge should
show an individual learner’s own assessment of their knowledge, whereas the
objective knowledge should show a learner’s ability as per the requirements of a
wider society and the school leaving certificate is to have both information. It was
proposed that prospective teachers joining universities are to be selected by
faculties/schools of education of respective universities. This should be done after
completion of secondary education for which the certificate has to stipulate an
individual learner’s career prognosis, which is teaching.
Citation
Degree Of Doctor Of Philosophy In Philosophy Of Education Of The University Of Nairobi, 2013Publisher
University of Nairobi, College of education and external studies,
Collections
- Faculty of Education (FEd) [5964]