Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training

Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay

doi:10.1080/03050060802661402

Cited by 64 publications

(48 citation statements)

References 22 publications

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“…This is in contrast to frontal teaching modes and choral chanted responses which characterise many classrooms in lowincome contexts (e.g. Hardman et al, 2009). This speaks both to the rights agenda, by securing learners' rights to express opinions and to participate, and to evidence on cognitive development.…”

Section: Learner-centred Education: Towards a Contextualised Reconcepmentioning

confidence: 72%

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Schweisfurth

2015

International Journal of Educational Development

123

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Section: Learner-centred Education: Towards a Contextualised Reconcepmentioning

confidence: 72%

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Schweisfurth

2015

International Journal of Educational Development

123

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“…Students who sit within the active zone in the front achieve higher test scores than those elsewhere so that unfair advantage is given by default to those nearest the teacher i.e. those who perhaps have the motivation and mobility to get those seats in the first place (Bhattacharjea, Wadhwa & Banerji, 2011;Hardman, Abd-Kadir, & Smith, 2009). …”

Section: Teacher Attitudes and Understandingmentioning

confidence: 98%

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania

Westbrook

Croft

2015

Teaching and Teacher Education

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“…All the learners were engaged only when writing exercises as the teacher went round marking one question for most of the students and then the bell would end the class. Hardman et al (2009) had found the same transmission type of teaching learning approach.…”

Section: Teachers' Behaviour During Lesson Presentationmentioning

confidence: 99%

“…In addition the Southern and Eastern Africa Monitoring Educational Quality (SACMEQ) assessment of literacy of Standard six pupils reported that while 64.8% of Standard six pupils had reached the minimum level of mastery on the reading test, only 23% had attained the English reading mastery level deemed desirable for successful learning in Standard seven (Bunyi, Wangia, Mukoma & Limboro, 2011). Research has indicated that teaching and learning in Kenyan primary schools is characterized by rote transmission, teacher centred teaching learning approaches (Hardman et al, 2009& KNEC, 2010. Such approaches rarely allow internalization of learnt concepts because the more a child is provided opportunity to explore a concept, the more likely that the child will remember it (Dodge, Rudick & Berke, 2015).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Implementation: Strategies for Improved Learning Outcomes in Primary Schools in Kenya

Kisirkoi¹,

Mse²

2016

JCT

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Education in Kenya requires rethinking as the country faces the demands of educational and socio-economic transformation of the 21 st century. One of the general objectives of primary education in Kenya states that primary education should provide the learner opportunities to acquire literacy, numeracy, creativity and communication skills. There is evidence from research reports that the objective has not been fully met. A number of learners go through the primary school course without acquiring the basic literacy skills which negates the focus of the country to develop a knowledge based economy. The purpose of this study was to find out the extent to which teachers used teaching learning resources and learner centred strategies in primary school classrooms. The methodology adopted was survey research design. A total of 490 primary school teachers from five counties were purposively sampled and a total of 402 teachers participated; out of the total, 70 were observed teaching and 332 filled in a questionnaire. Out of 35 TAC tutors selected, 27 participated. A total of 80% of the teachers observed teaching used teacher centred teaching learning approaches with little learner involvement. The majority, 61.4% of those who filled in the questionnaire, indicated that they used teacher centred teaching learning approaches. Only 1(3.7%) was 'good' in use of resources for teaching learning in class, the rest were poor or did not use resources. It was found that teaching and learning approaches employed in the classroom by most teachers was teacher centred and encouraged rote learning hence lacking in active student involvement in the learning process. It was recommended that there should be sustained school based teacher professional development activities specifically addressing pedagogy for improved curriculum implementation and ultimately improved learning outcomes.

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Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training

Cited by 64 publications

References 22 publications

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania

Curriculum Implementation: Strategies for Improved Learning Outcomes in Primary Schools in Kenya

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