Teacher Educators Pedagogical Effectiveness in Implementing Competency-Based Teacher Education and Competence-Based Assessment Programs: A Case of Primary Diploma Teacher Training Colleges in Kenya

Abstract

A well- managed and organized teacher education programme is central to nurturing and preparation of competent teachers to provide quality education in schools. This study aimed at investigating the level of pedagogical effectiveness of teacher educators in implementing competency-Based Teacher Education Curriculum and Competency-Based Teacher Assessment in public Primary Diploma Teacher Training Colleges in Kenya. Descriptive survey design with a mixed method approach was employed in the study. The study participants included teacher educators, teacher trainees and principals in all the 32 public Primary Diploma Teacher Training Colleges in Kenya. Stratified random sampling techniques were used to select the study participants. The sample size therefore comprised of 24 teacher educators,70 primary Diploma Teacher trainees and 10 principals selected randomly from the 32 primary diploma teacher training colleges in Kenya. Questionnaires and interview schedules were the main instruments used to collect data from the sampled participants. Data was analysed descriptively. The study established that Primary Diploma teacher training college teacher educators have a myriad of pedagogical challenges which threaten their capability of implementing the new competency- based teacher education curriculum and Competency Based Teacher Assessment. Consequently, this may lead to producing half- baked teachers who may be unable to competently implement the new competency- based curriculum at the school level. The study therefore recommends a multifaceted approach from education stakeholders to mitigate these challenges to make teacher education more vibrant.

Keywords:Teacher Educators, Pedagogical Effectiveness, Competency-Based Teacher Education, Competency-Based Teacher Assessment, Competency-Based Curriculum.

DOI: 10.7176/JEP/14-33-07

Publication date: November 30^th 2023