Publication: An assesment of competency based teacher education(C.B.T.E) programme in teacher training colleges in Mombasa and Taita-Taveta Counties, Kenya.
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2012-11
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Mount Kenya University
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Abstract
This study was carried out in Mombasa and Taita-Taveta counties. The purpose of this study
was to assess Competency Based Teacher Education (C.B.T.E) Programmes in Teacher Training
Colleges in the two Counties. The objectives of the study were to find out the extent to which
C.B.T.E was carried out in Primary Teacher Training Colleges (P.T.T.C). Descriptive survey
research design was used in the assessment of C.B.T.E in Teacher Training College. A sample of
thirty one (31) Teacher Trainers and one hundred and fifty one (151) teacher trainees derived
from the three P.T.T.C was used. Purposive random sampling technique was used to select the
Teacher Training Colleges (T.T.C).Stratified random sampling technique was however used to
select the number of Teacher Trainees for the study while simple random sampling for the
Teacher Trainers. For purposes of objectivity, both primary and secondary data was used in
study. Primary data was collected through interviews and questionnaires while secondary data
was sourced from journals, professional reports and news prints. The theoretical framework was
based on Social Learning Theory which stated that behaviour was learned through experiences
with the environment and that cognitive factors influenced learning. Analysis of data was done
using statistical package for social sciences [SPSS] and output exported to Microsoft word in
form of graphs and pie charts for purpose of reporting. The study concluded that there was
practice of Competency Based Teacher education in Teacher Training Colleges which was
authenticated. The study also concluded that most Teacher Training Colleges lacked adequate
resources, both financial and material that were necessary for effective management of
institutions. Besides, Tutors in these institutions were not well motivated in terms of
remuneration. The study recommended for allocation of more resources/funds to institutions of
learning in order for such institutions to improve on existing teaching and learning resources, a
pre-requisite for quality learning.
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educational planning management, school of education