USING PARTICIPATORY VISUAL METHODS TO TEACH CHARACTER EDUCATION IN EARLY CHILDHOOD IN KENYA

The rising cases of youth engagement in anti-social behaviour in Kenya present the need for educational stakeholders to invest in the teaching of character education. This paper has explored the use of participatory visual methods (PVM) in the teaching of character education. A multiple case-study design was used where eight grade three teachers were selected purposively. Data were generated through drawings, individual interviews and reflective journals. These were later analysed thematically through systematic open coding. The findings showed that PVM are learner centred and that they advance collaborative learning. This child-centeredness encouraged active learning and excitement among learners. It also boosted learners’ memories and overcame the language barriers that learners experience during communication in class. This paper concluded that participatory visual methods are new approaches as an alternative for better teaching of character education in early childhood. This conclusion has implications for early childhood teacher education on child-appropriate teaching styles to be used in character education.   Article visualizations

LIVED EXPERIENCES OF LEARNERS LIVING WITH PHYSICAL DISABILITIES IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF ELGEIYO MARAKWET COUNTY, KENYA

This study explored the lived experiences of learners living with physical disabilities in selected inclusive primary schools of Elgeiyo Marakwet County, Kenya. The purpose of this study was to explore these learners’ experiences of inclusion and exclusion. Participants in this study were purposively selected. Phenomenological design and participatory visual methodologies were used to generate data in this study. Data were analysed thematically using the guidelines for thematic analysis. This study revealed that learners living with physical disabilities were included and treated well in school. However, they also reported being excluded and neglected in a few instances. These learners besides exclusion in school also reported being neglected, discriminated and marginalised at home. Inadequate teacher training, unfriendly subject content, and less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that an inclusive primary school environment was better for learners living with disabilities compared to home. Moreover, retrogressive cultural beliefs were a major hindrance to their schooling and education. This study recommends that prospective teachers be trained on how to teach learners living with disabilities in inclusive primary schools. Teachers, pupils, parents and the general community to be sensitised on how to treat, and relate with learners living with physical disabilities at home and school

The Salient Characteristics of Trained Ineffective Teachers in Secondary Schools in Kenya

This study examined the salient characteristics of trained ineffective teachers in secondary schools in Kenya. Participants comprised 80 students from eight schools drawn from four provinces in the country. Of the 80 participants, 40 were females and 40 were males. This qualitative research adopted phenomenological design. Two research instruments—a biographical form and a blank sheet of paper—were used in data collection. Content analysis method was used in analyzing the written and nonquantitative data collected. Results of data analysis revealed 20 salient characteristics of trained ineffective teachers in secondary schools. These characteristics are as follows: wastage of students’ time, poor mastery of the subject, source of boredom to students, partial treatment of students, lack of respect for students, low level of self-confidence, poor mastery of teaching skills, emotional immaturity, inappropriate dressing, injurious to students, fond of frivolous talk, miscommunicate in class, poor in providing feedback, nondialogical in class, poor in maintaining discipline, immoral in behavior, unapproachable to students, poor in counseling, poor psychological health, and autocratic to students. The findings of this study may be useful to stakeholders in education in developing instruments that may be used to identify ineffective teachers in schools