Primary mathematics teacher education in a strait-jacket in Kenya: venturing out towards realization of the national learning needs
Date
2019-08
Authors
Karongo, Violet W.
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
This paper argues that one of the most critical aspects of primary mathematics teacher
education that is missing at both training and classroom practice is a course design that allows
both the college tutor educator and the classroom teacher the opportunity to venture outside the
adopted and tested mathematics curriculum and bring in new strategies that enhance learning.
From onset the identification of content and curriculum that would lead to a realization of
national education goals has resulted in a reproduction of the same strategies and approaches
at teaching, training and evaluation levels. While curriculum reform documents express the
need for development of twenty first skills in and through teaching and training, syllabi
produced, learner course books and teachers’ guides, and college course books remain
theoretically inclined, with the same strategies that are predominantly teacher-centered. Both
teacher trainees and practicing teachers are guided and contained as the y await a test that will
confirm how much they can remember The curriculum developer, Kenya Institute of
Curriculum Development (KICD), focuses on algorithms, computation through carefully
outlined steps which are then tested by the Kenya National Examination Council mandated to
evaluate and certify performance of the primary school learners and the college teacher
trainees. . Continuous professional development among teachers organized by different
government departments often repeats what is in course books, identifies new strategies that
teachers are again required to follow putting them in the same situation where they cannot
venture outside of given procedures. The function of the college mathematics teacher educator
is to impart knowledge, skills and attitudes to trainees that must be transferred to learners, the
effectiveness of that transfer being demonstrated through performance in mathematics of
primary school learners While the educator does not directly interact with the primary school
learner, their capacity to influence outcomes in mathematics at this level cannot be ignored.
The educator needs to develop in the trainee an inquisitive, adventurous, reflective and
innovative attitude for onward transfer to learners for improved performance in mathematics.
The mathematics educator needs to have a clear understanding of practicing teachers’
experiences and needs. The current model primary schools attached to teacher training colleges
should be used towards this end. This will challenge tutors to develop and grow strategies for
trainees that are oriented towards problem solving, critical and logical thinking. Assurance of
Learning as opposed to examination results needs to be the primary concern which should be
assessed through increased practical teaching for trainees as they transfer acquired skills and
knowledge to primary school learners Continuous professional development needs to identify
novel strategies that can also be introduced to trainees as their capacity for teaching is
improved. College tutors need to engage in action research, collaborative teaching and in house
workshops to continue developing their own teaching and training methods. Primary
mathematics teacher trainees often prefer to learn and teach mathematics the way they were
taught in secondary school. There is therefore need to link mathematics education between the
universities that prepares secondary school mathematics teachers, and teacher training colleges.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Mathematics teacher education, Professional development.