| dc.description.abstract | This qualitative hybrid study was\ motivated by the frequent and persistent complaints
that the standard of expression of the Kenyan Secondary School leaver has continued
to decline over the past several years. The study sought to examine university English
LanguageTeacher Education (ELTE) programs offered by Maseno University with the
view of establishing whether or not the programmes equipped the trainee teachers with
the relevant knowledge and skills required to teach English effectively in Secondary
schools. One exploratory question guided the research: What discrepancies exist
between the secondary School English curriculum and the knowledge and skills
requiredto implement it?
The research analysed ELTE curriculum documents, course outlines and examination
question papers to establish the knowledge and skills developed. These were
compared with the English language knowledge and skills supposedly developed at
secondary school as revealed by the syllabus and the national examination papers.
Secondly, the participating teachers were observed lJsing an adapted criteria teaching
the different skills outlined in the syllabus, in order to describe the teaching methods
they used. Thirdly, a perception questionnaire was used as an in depth interview
schedule to collect the teachers' views about ELTE course content, teaching and
assessment methods, and teaching practice. ELTE lecturers were also interviewed
using an unstructured interview schedule to obtain their views about ELTE course
organisation and student teacher's ability to pursue the courses. Finally, detailed field
notes were made concerning the participating teachers' schools. Probing and triangulations
were used intensively to determine authenticity, validity, credibility and
reliability of the participants' responses. Data obtained from all the instruments,
revealed that ELTE programme offered by the university was not sensitive to the
teachers classroom needs; in its design and implementation: ELTE did not equip the
teachers with the knowledge and skills required to teach English effectively.
The research further revealed the teachers worked.jn very deprived circumstances. In
all the schools there was a severe shortage of learnlhg resources; in quantity, quality,
and variety. Yet some schools experienced serious management problems. The
research concluded that the ELTE courses as designed and offered by Maseno
University did not adequately prepare the teachers of English to face the challenges of
teaching English in Kenya Secondary Schools. Having reached this conclusion the
research further observes that there is an urgent need to review ELTE course content,
administration, and teaching and assessment methodology. If this is not done, the
university will continue to qualify teachers who are not adequately prepared. The
problem of declining proficiency in English among secondary school-Ieavers will
continue to be a reality. | en_US |
