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ERIC Number: EJ1139773
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2222-1735
Pedagogical Reasoning in Teacher Education: The Unexplored Route to Intellectual Development--A Study of the Practicum in Kenya
Ong'ondo, Charles Ochieng'
Journal of Education and Practice, v8 n11 p71-78 2017
In this paper, I argue that when teacher education (TE) only aims at student teachers' mastery of procedural knowledge, the envisaged intellectual development that teachers need so that they can, in turn, facilitate similar development in their learners cannot be realized. My argument is based on a study I conducted in Kenya, in which I investigated what English language student teachers learn during the practicum and the issues that influence their learning. Generally, the data showed that they mainly acquired procedural knowledge but failed to develop pedagogical reasoning, which--arguably--ought to be the main goal of TE.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: N/A