Distance Education and Teachers’ Training in Africa (DETA)
Abstract
Given the well-established need for teacher intervention in Science learning, it is
now time for closer attention to be given to research on teachers and teaching in
schools, so as to address the question of quality Science education locally (in Africa)
and internationally. In this paper I argue that Science teacher effi cacy is a key issue
and a major factor in successful implementation of effective Science education in
Africa. It presents the Kenyan case as a typical African scenario. Located in the
sub-Saharan region, Kenya shares similar national development plans and dreams
as well as socio-economic conditions with most African countries. In this report, the
current status of Science education in Kenya is explained, and a blueprint for how
to enhance and sustain effective teaching of school Science, likely relevant to any
country in Africa, is presented. This work argues that teachers’ use of contextual
and practical approaches would enhance the effi cacy of school Science teaching.
The aim of this paper, though focusing on a Kenyan context, is to generate debate
about Science education in Africa, as well as expose issues for cross-border research
on teachers and the teaching of Science.Proceedings of the 5th biennial International Conference on Distance Education and
Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013
