Influence of Preservice Teacher Learning on the Application of Laboratory Experiment Teaching Method

This paper sought to establish the influence of Laboratory Experiment Teaching Method on the Bachelor of Education (B.Ed) Science students’ performance during teaching practice. The sample comprising 107 B.Ed Science students, their respective Head of Subjects, and the three faculty provided the study data through questionnaires, interview schedules and the teaching practice assessment form. The data were analyzed descriptively and inferentially. The study concluded that (i) the Laboratory Experiment Teaching Method as taught in the university-based subject Methods Course and applied by the B.Ed Science students on TP is limited. (ii) The HoS can be an important school-based resource for provision of technical support (iii) the classroom is a potential context for learning to apply as well as hone the Laboratory Experiment Teaching Method. The study recommended that (i) technical support be enhanced to further adoption of and hone the instructional practices found ‘difficult’ or superficially developed (ii) Lobby for a structured supervision partnership with the HoS (ii) faculty tu design a portfolio of learning experiences on application of the Laboratory Experiment Teaching Method that relate to the individual and context-specific needs, and use the data to improve the B.Ed Science students’ experiential learning both at the university and at the school-based teaching practice experiences. Keywords:  Laboratory experiment, teaching practice, competency, performance DOI: 10.7176/JEP/10-18-15 Publication date:June 30th 201

An exploration into the preparation of science and mathematics teachers for ICT- integration into teaching and learning in secondary schools: a case of an inset program in Kenya.

The global trend in the adoption of ICT in education has changed the learning environment and the way students learn. This has implications for the pedagogical skills of teachers. Unfortunately, in Sub- Saharan Africa preparation of teachers for ICT integration is often neglected in the face of the more visible educational goals and objectives like formulation of National ICT policies, setting up of multimedia centres and network infrastructure. Kenya is not an exception and even though the MOE has made efforts to adopt ICT in education, important gaps still remain concerning ICT usage in the classroom. In this respect, a literature review was done to conceptualize what entails an effective teacher preparation for ICT-pedagogy integration into teaching. Literature was found to be clear on the curricular goals and teacher skills required to effectively integrate ICT into classroom practices. Considering that in Kenya, CEMASTEA obtained the mandate to prepare science and mathematics teachers to integrate ICT into their teaching, it became necessary to document the training practice. In this regard, the study explored the practice of preparing the teachers at the Manga district Somesha INSET centre. This was for the purpose of documenting contextually useful lessons, if any, and providing a basis for further research on the practice. To do this this the ICT integration component of the INSET program was purposively selected and examined. Empirical qualitative data was collected from analysis of the accessible ICT facilities, observation of the learning activities, interviews with the participating teachers and trainers, and content analysis of the training documents and artifacts. The finding suggest that the training practice comprise acquisition and application of basis ICT and internet skills in preparation of teaching materials; preparation, implementation and collaborative reflection of ICT enhanced lessons; and broadening of the teachers views on the value of ICT in teaching and learning. However, physical inaccessibility, and lack of technological and professional support undermined the training. In light of these findings, it was recommended that CEMASTEA, being the master planner, formulate a set of ICT competency standards for trainers and teachers based on the UNESCO ICT-CTS that outlines the expected curricular goals and teacher skills. Further it was recommended that the centre organizers develop and implement a detailed action plan detailing essential learning activities and ensure that an appropriate technological and professional support system is in place. Finally, it is recommended that the trainers and teachers take personal initiatives to improve their ICT-pedagogy integration skills. In my view, if these recommendations are taken into consideration, the teachers will be exposed to ICT-based learning activities that promote quality learning outcome, hence will develop the competency to integrate ICT into their teaching and improve the quality of education