Perceptions of pre-service primary school teacher trainees on implementation of music curriculum in primary teacher training colleges in the coast region, Kenya

Abstract

The purpose of the study was to evaluate the perceptions of pre-service primary school teacher trainees towards implementation of music curriculum in PTTCs in the Coast Region. The study sought to determine Perceptions of Pre-Service Teacher Trainees on Implementation of Music Curriculum in PTTCs, establish the perceived influence of learning music in primary school on their perceptions on implementation of music curriculum in TTCs, assess perceived levels of competency teacher trainees acquired through the implementation of music curriculum in TTCs, suggest perceived strategies that can be put in place to improve the implementation of music curriculum in TTCs, identify perceived challenges facing implementation of music curriculum in TTCs. The study adopted descriptive survey design where the target population was 5 PTTCs in the Coast Region with 6 music teacher educators, 1260 pre-service primary school teacher trainees and QASOs in 3 counties where PTTCs are found. Stratified and simple random sampling was used to select the sample which comprised of 3 county QASOs, 6 music teacher educators and 420 teacher trainees thus 429 respondents.This study used semi-structured questionnaires schedule to collect data from music teacher educators and pre-service teacher trainees while interview guide assisted in collecting data from county QASOs. The study generated both qualitative and quantitative data. For the quantitative data, analysis of the data was done through descriptive statistics by use of frequencies and percentages. The qualitative data was organized into themes corresponding to the study objectives. Content analysis was then used for analysis. From this study, county QASOs, music teacher educators pre-service teacher trainees acknowledged the important role music education plays and therefore perceive a need for continuity in the music curriculum in all levels of learning to allow for continual development of knowledge and skills, and also for the courses to be contextualized and market driven for trainees to perceive the subject as valuable. Findings indicated that trainees join college without any background knowledge of the subject which led to lack of interest and a perception that the subject is difficult. The study also established that trainees perceived their level of competency in practical skills, composition and methodology as inadequate. Findings revealed challenges including inadequate time, lack of Teaching and learning resources and opportunities to put theory into practice, Teacher educators inability to demonstrate practical skills and lack of supervision by QASOs ,lack of policy for music in education in Kenya hence music is not taught in primary schools where trainees went for teaching practice which further discouraged trainees. The research provides an empirical basis for reconceptualising pre-service music teacher education curriculum and raises important issues that the Ministry of Education, DQAS, KICD, college administration and music teacher educators need to address to ensure favorable perception and effective implementation of music curriculum in PTTCs.