Private Universities in Kenya Seek Alternative Ways to Manage Change in Teacher Education Curriculum in Compliance with the Commission for University Education Reforms

This study investigated management of change in teacher education curriculum in Private universities in Kenya. The study employed a concurrent mixed methods design that is based on the use of both quantitative and qualitative approaches. A multi-stage sampling process which included purposive, convenience, cluster, and snowball sampling methods was followed. The sample comprised of 5 chartered private universities which were offering teacher education by the year 2008. The respondents were 5 Deans from the School of education, one from each of the universities;14 Heads of Departments (H.O.D s), 32 Teacher Educators and 150 Teacher Trainees, 2 staffs from Commission for University Education and 2 from Teachers’ Service Commission. Complexity Theory and Theory of Planned Change guided the study. Face and content validity was done by the expert judgment. The reliability of the questionnaire was established at Alpha of .760. Data from the questionnaires was analyzed using descriptive statistics, means and standard deviations - based on the Statistical Package for Social Sciences (SPSS) program version 20. Qualitative data from the interviews and documents was analyzed for content in an ongoing process as themes and subthemes emerged. The results indicated that the universities followed due processes, recommended by curriculum experts, to implement change; but sought alternative ways where due process had failed. This was because of the complexity of teacher education program, on basis of scale, foci and clientele, and also the unique nature of private universities in Kenya. The study recommends that private universities should not only follow due process, but look out for alternative strategies in implementing changes in teacher education, as they consult closely with the Commission for University Education and Teachers’ Service Commission, and endeavor to fulfill their mission

From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya

As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching