Training of Science Teachers for Early Childhood and Primary Grades in Kenya

This paper analyses teacher training in science education in early childhood development and primary grades in Kenya. The paper argues that even though the Kenya Government emphasises science as a subject critical for technological advancement and for achieving Vision 2030, the training of science...

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Main Author: John T. Ng'Asike
Format: Article
Language:English
Published: Tuwhera Open Access Publisher 2012-04-01
Series:New Zealand Journal of Teachers' Work
Online Access:https://ojs.aut.ac.nz/teachers-work/article/view/562
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author John T. Ng'Asike
author_facet John T. Ng'Asike
author_sort John T. Ng'Asike
collection DOAJ
description This paper analyses teacher training in science education in early childhood development and primary grades in Kenya. The paper argues that even though the Kenya Government emphasises science as a subject critical for technological advancement and for achieving Vision 2030, the training of science teachers in early childhood and primary colleges nationally triggers a lot of quality questions. The author visited primary teacher training colleges and early childhood development training institutions in Nairobi, Kiambu and Thika Counties and observed the training activities and resources for science education. The article questions science teachers’ adaptability in ensuring science instruction captures the diverse cultures of Kenya in science classrooms. The author raises methodological questions in science instruction as it appears that the tutors training teachers at the colleges did not directly undergo training at the universities in Kenya that prepare them to train primary level teachers.
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series New Zealand Journal of Teachers' Work
spelling doaj-art-c5ccffa337ae4eb68ce438563aa66f6e2025-08-20T02:32:11ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622012-04-019110.24135/teacherswork.v9i1.562Training of Science Teachers for Early Childhood and Primary Grades in KenyaJohn T. Ng'Asike0Department of Early Childhood Studies, Kenyatta University, Kenya This paper analyses teacher training in science education in early childhood development and primary grades in Kenya. The paper argues that even though the Kenya Government emphasises science as a subject critical for technological advancement and for achieving Vision 2030, the training of science teachers in early childhood and primary colleges nationally triggers a lot of quality questions. The author visited primary teacher training colleges and early childhood development training institutions in Nairobi, Kiambu and Thika Counties and observed the training activities and resources for science education. The article questions science teachers’ adaptability in ensuring science instruction captures the diverse cultures of Kenya in science classrooms. The author raises methodological questions in science instruction as it appears that the tutors training teachers at the colleges did not directly undergo training at the universities in Kenya that prepare them to train primary level teachers. https://ojs.aut.ac.nz/teachers-work/article/view/562
spellingShingle John T. Ng'Asike
Training of Science Teachers for Early Childhood and Primary Grades in Kenya
New Zealand Journal of Teachers' Work
title Training of Science Teachers for Early Childhood and Primary Grades in Kenya
title_full Training of Science Teachers for Early Childhood and Primary Grades in Kenya
title_fullStr Training of Science Teachers for Early Childhood and Primary Grades in Kenya
title_full_unstemmed Training of Science Teachers for Early Childhood and Primary Grades in Kenya
title_short Training of Science Teachers for Early Childhood and Primary Grades in Kenya
title_sort training of science teachers for early childhood and primary grades in kenya
url https://ojs.aut.ac.nz/teachers-work/article/view/562
work_keys_str_mv AT johntngasike trainingofscienceteachersforearlychildhoodandprimarygradesinkenya