NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ827161
Record Type: Journal
Publication Date: 2009-Feb
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0305-0068
Changing Pedagogical Practice in Kenyan Primary Schools: The Impact of School-Based Training
Hardman, Frank; Abd-Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay
Comparative Education, v45 n1 p65-86 Feb 2009
This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole-class teaching and group-based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school-based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole-class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in-service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered. (Contains 5 tables, 4 figures, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya