Session Information
08 SES 12, Teacher’s Competences, Identity and Attitudes: Implications for Health Education and Health Promoting Schools
Paper Session
Contribution
The aim of this paper is to discuss teacher students’ formation of professional identity and competencies in health education (HE) during their two-year study at Kenyan Teacher Training Colleges (TTC). The study is part of a larger post.doc. research project focusing on teacher students’ professionalism, teacher education, HE and action competence in Kenya, funded by the Consultative Committee for Development Research under Danish International Development Assistance (DANIDA) for a two-year period from 2009-2011. It involves teacher students, lecturers and administrative personnel in five TTCs in Central and Eastern Province of Kenya.
In political and administrative settings teachers’ professional development has been accentuated as a main vehicle for achieving the Millennium Development Goals (MDG) in “Education for All” (EFA) (WCEFA 1990) by 2015. In fact the report of the Commission of Africa (2005) declared that EFA will never succeed without substantial investment in primary school teachers’ professional development (Moon 2007). Kenyan teachers spend majority of their professional lives in schools with a minimum of in-service training (Dahl 2005, Indoshi 2003). Their HE professionalism is therefore inevitably coupled with the quality of their pre-service training.
This research aims to generate insight into how TTCs regulate Kenyan primary school teachers’ professionalism and HE practices, and on a larger scale to which extent TTCs are barriers or possibilities for implementing EFA.
Method
Expected Outcomes
References
Commission for Africa (2005) Our common interest. London: Commission for Africa. www.commissionforafrica.org Dahl, K. K. B. (2005 ). Lærergerning på kanten af livet. Lærerliv, tilblivelse og pædagogisk praksis i det vestlige Kenya. Ph.D. dissertation. Copenhagen: The Danish University of Education. Geertz, C. (2003 [1973]). Thick Description. Toward an interpretive theory of culture. In Culture. Critical Concepts in Sociology. Chris Jenks, ed. Pp. 173-196. London: Routledge. Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago & New York: Aldine. Indoshi, F. C. (2003). Teachers’ Experiences of the Probation Period in Kenya: implications for teacher induction policies and programmes. In Journal of In-service Education 29(3):473-487. Moon, B. (2007). School-based teacher development in Sub-Saharan Africa: building a new re-search agenda. In The Curriculum Journal 18(3):355-371. WCEFA (1990) World declaration on Education For All. Jomtien, Thailand 5-9 March 1990. New York: WCEFA.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.