Professional Development of Teachers: Developing Teachers’ Capacities to Improve Learning Outcomes

 

 

 

 

 

 

Primary school teachers are integral forces in determining the success of Free Primary Education in Kenya, and through their professional capacity set the standard of quality at which education will be delivered. In recognition of their fundamental role, the Ministry of Education's (MoE) Kenya Education Sector Support Programme (KESSP) stated that, "the success of the Free Primary Education initiative of 2003 will largely depend on having a well trained, well educated, and highly motivated teaching force". In support of the importance of investing in the professional

development of primary school teachers, EMACK conducted a baseline survey in 2007 to determine exactly in which areas teachers required support.

 

The survey revealed that teachers were lacking training in large class management, specialized training in individual subject areas, active learning, guidance and counseling, and preparation of teaching and learning materials. The teachers also indicated that they required training on how to engender increased parental

participation in the management of schools. Subsequently EMACK developed a Teacher Development component to its programming which has been designed to meet the identified needs of the teachers and to enhance their effectiveness in

improving the learning outcomes of their pupils.

 

The overall objective of EMACK's Teacher Development initiative is to strengthen teachers' teaching skills, practices and competencies, particularly in terms of their ability to work with students from marginalized populations, e.g. pastoralists, orphans and vulnerable children, and girls.

 

Teachers are trained on the milestones of children’s development and the

ways in which children learn. This encourages the understanding that learning should be an active process, i.e. children are participants not observers.

 

Through the training, teachers explore the key concepts, principles, basic assumptions approaches, planning and material development necessary for

providing pupils with an active learning environment. Teachers also observe and experience the process of active learning while they reflect upon their own classroom practices. By the end of the five-days training workshop each teacher will have prepared a starter kit that they can use to initiate active learning in their

classrooms.

 

To ensure that active learning is supported by the use of quality learning materials, teachers are also taught how to create and use locally available and

low cost inputs as their teaching resources.

The ability to read and understand simple text is a fundamental skill learnt at the primary level and is enhanced by childrens' ability to begin reading early and to maintain a sufficient rate of comprehension as they progress through school. To accelerate children’s level of reading and comprehension in standard 1 and 2, EMACK has developed a teacher’s lesson guide on how to use a phonetic approach to teaching early grade reading. These early grade reading lessons have been piloted in 20 schools in Malindi District of Coast Province with technical support from the Research Triangle International Institute (RTI).

To enhance the lessons provided through teacher trainings and workshops, EMACK has established a peer-mentoring programme so that teacher development can be a continuous process, whereby teachers can find support and guidance amongst their peers and within their own school community. In partnerships with Kenya School

Improvement Project (KENSIP), EMACK has trained selected Key Resource Teachers (KRTs) as trainers in school-based teacher peer-mentoring. The KRTS now serve as mentors at the school level. Together the mentor and mentee plan lessons, develop teaching materials, observe and assist each other in improving their capacities and delivering quality education in their classrooms.

 

In 2003, it was estimated that 11% of all Kenyan children under 15 years of age

were orphans, compared with 9% in 1998. In recognition that OVCs face many unique challenges, the Government of Kenya has developed various guidelines and frameworks to address their plight. In partnership with the Catholic Relief Services, education officials and teachers are trained on how to work with OVCs at the school level and how to provide psycho-social support.

 

• Over 1,500 teachers trained on active learning, development of teaching

and learning resources, and working with children with special needs

• As a result of school-based teacher mentoring, classroom teachers have

developed the confidence to utilize techniques that enhance curriculum

delivery and achieve higher learning outcomes.

 

ICEA Building (8th Floor)

Kenyatta Avenue

P.O. Box 40898

Nairobi, Kenya

Tel: +254 20 2223 951

Fax: +254 20 2213 109

E-mail: akf.east-africa.akdn.org