Promoting Effective Reading Instruction in Low-Resource Environments: The Challenge of Primary School Teacher Training in Kenya

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Cultivating Effective Literacy Instruction and Assessment in Preservice Teachers

Abstract

High-quality preparation for reading teachers is among the critical aspects to be addressed in order to curb literacy challenges faced by early grade students living in poverty. In this article, a case study of the Kenyan Primary Teacher Preparation program is presented using data from the primary teacher education syllabus and interviews of preservice and in-service teachers. The findings revealed distinct themes: both pre-service and in-service teachers have very limited knowledge of the core constructs of reading. The curriculum content is very limited in its coverage of relevant subject matter and pedagogical content knowledge and instead emphasizes theoretical knowledge. Suggestions and recommendations are provided on how to restructure Kenya’s primary teacher programs to ensure high-quality preparation for teachers.

Author

• Brenda Aromu Wawire, The University of Kansas