Influence of Pedagogical Content Knowledge on Teacher Trainee Professional Competency at University of Nairobi, Kenya

Lilian, Ganira Khavugwi; Amollo, Odundo Paul

doi:10.20448/804.5.1.1.12

Cited by 4 publications

(3 citation statements)

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“…Following the stages sequentially can also promote mastery of skills in social studies when an appropriate learning environment is provided. Ganira and Odundo [42] noted that learners become successful when presented with options and critical thinking situations for action that promote sustainable knowledge and skill. Hence adaptation of abstract concepts forms the basis for new experiences and repeating the experiential learning cycle.…”

Section: Kolb's Experiential Learning Modelmentioning

confidence: 99%

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Lilian

Amollo

2023

AJESS

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Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).

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Section: Kolb's Experiential Learning Modelmentioning

confidence: 99%

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Lilian

Amollo

2023

AJESS

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“…Literature indicates that by having PCK the teacher is in a position of facilitating learners' learning since he/she teaches beyond the subject content and teaches following the nature of learners (Kathirveloo, Puteha & Matematik, 2014;Shing, Mohd & Loke, 2015, Lucas, Villegas & Gonzalez, 2010. PCK is also acknowledged for enabling the teacher to select methods of teaching and learning that reflect the learning objectives, the content to be taught, the instructional objectives to be applied, the teaching and learning resources to be used, and learner characteristics (Lilian & Amollo, 2020). It is argued by Shing, Mohd, and Loke (2015) that by having PCK the teacher is capable of structuring the subject content and presenting it in a form that suits the diverse needs and abilities of students.…”

Section: Introductionmentioning

confidence: 99%

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

Kipanda,

Maro

2024

huria

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This study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains.

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“…Application of prediction skills in reading enables learners to make guesses about the meaning of texts before reading, after which comparing own predictions with actual contents of such texts (Nguyan, 2016). In view of this, readers are trained to relate current knowledge with content of comprehension passages (Haley andAustine, 2013: Ganira andOdundo, 2020). When applying prediction skills, teachers and learners deploy various strategies, either in isolation or conjointly, depending on the nature of the comprehension passage.…”

Section: Introductionmentioning

confidence: 99%

Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects

Anyiendah¹,

Odundo²,

Kibuyi³

2020

ELT

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Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English language examinations than peers in neighbouring counties over the years. The performance is much weaker in comprehension passages than grammar sections. Although there are low grades, the nexus between use of prediction skills and learners’ achievement in reading comprehension passages has not been assessed. This study applied the Solomon Four Non-Equivalent Group Design to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression used generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Findings indicate that the influence of prediction skills on learner achievement in reading comprehension passages was significant in experimental, but insignificant in the control groups. However, influence was stronger in the experimental than in the control groups, suggesting that training English language teachers on correct application of prediction skills improves learner achievement in reading comprehension passages. The study recommends need to: sensitise teachers on textbook usage, while supplementing with improvised materials; guide learners through titles; as well as update teacher training curriculum by integrating inter alia, emerging instructional methods embracing Information and Communication Technology and entrenching innovation in resource mobilization and use.

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Influence of Pedagogical Content Knowledge on Teacher Trainee Professional Competency at University of Nairobi, Kenya

Cited by 4 publications

References 0 publications

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities

Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects

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