Search results for: Kenya
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This article examines the social construction of identity among preservice teachers and the implications for professional identity. The author concludes that the results of this study have shown that students based their negative representations of the profession on what they perceived to be others’ representations rather than on personal experiences. Furthermore, while training is intended to guide prospective teachers and enable them to build a positive teacher identity, the findings reveal that the training programme was unable to deconstruct negative student representations, which had an impact on the identity constructed.
Updated: Dec. 02, 2018
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
This article provides a detailed overview of the current structure and training of early childhood development and education (ECDE) professionals, including pedagogical strategies and curricular guidelines. A cross-section of challenges to training ECDE teachers and recommendations are offered.
Updated: Oct. 27, 2009