Quality of Teacher Training in concurrent program in primary teacher colleges, Homa-Bay County, Kenya
The purpose of the study was to assess the extent to which the quality training characters are achieved in the concurrent program at the teachers training colleges in Homa-bay County. The objectives of the study were; to establish the extent to which the level of competency of teacher trainers influences quality training in primary teachers colleges in Homa bay county, to establish the extent to which the period of training influences quality training in the concurrent primary teacher education programme, to establish how teacher trainee academic qualifications influence quality training in primary teachers colleges in Homa bay county and to establish ways in which teaching learning resources influence quality teacher training in teachers training colleges in Homa bay county. This study was based on the Malcon Knowles (1968) theory of Andragogy of adult learning which postulates that adult learning is self- directed and are expected to take responsibility for their decision. The study used descriptive survey design and the instruments for data collection where questionnaire and documents analysis (PTE (result for the last two years). Purpose and simple random sampling techniques were used to select study sample. The target population was 941 respondents drawn from the three colleges in Homa-bay County. Purposive sampling was used to select the teacher trainers and simple random sampling was employed to select 258 trainees which was 30% of the target population. Validity and reliability of the research instruments were pre- tested through a pilot study in Asumbi TTC. Data collected was analyzed and presented using both qualitative and quantitative procedures. Tables and bar graphs was then generated. The study found out that teacher trainees in TTC’s in Homa-bay county were competent in subject matter even through the majority had trained to teach in secondary schools hence require training in methodology in primary teaching to enhance their pedagogical knowledge. The training period was found to be inadequate owing to the wide syllabus and hectic teaching practice. On student’s academic qualification, the study found that majority of students admitted scored average grade. Teaching learning resources were inadequate for use in training, obsolete and the few available ones are inaccessible. The study therefore recommends that tutors to advance in education with more emphasis on methodology, increase duration of training period, P1 certificate course to be upgraded to diploma in education to make teacher training attract trainees with good academic grades and the government should provide learning resources to facilitate effective training of the teacher trainees.