British Journal of Education (BJE)

EA Journals

Teacher Education

Pre-Service Teachers’ Attitude towards Application of Information and Communication Technology (ICT) As a Pedagogical Tool in Teacher Education (Published)

The study investigated pre-service teachers’ attitude towards application of Information and Communication Technology (ICT) as a pedagogical tool in teacher education. A sample of 365 of pre-service teachers of Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria was used for the study. The descriptive survey research design was adopted in carrying out the study. A 4-point type of questionnaire titled “Pre-service Teachers’ Attitude towards ICT Application Scale (PSTAICTAS)” was used to generate data. It had reliability coefficient (r) of .76 determined using Pearson’s product moments correlation coefficient formula. The data generated was analyzed using mean and standard deviation to answer the research question while the hypothesis was tested using t-test statistical tool at 0.05 level of significance. The result of the study revealed that pre-service teachers had positive attitude towards ICT as a pedagogical tool irrespective of their gender. Based on the findings, it was recommended that educators in teacher training institutions should apply ICT tools in their lecture delivery to enable pre-service teachers benefit from it.

Keywords: ICT, Pedagogical Tool, Pre-Service Teachers, Teacher Education, attitude


Teacher Education Programme (TEP) is a critical component of education in the society. It determines the rate and level of development in any society. This is because the programme focuses on preparation and production of school teachers whose main role is to transform a society with relevant competencies for development. However, due to the dynamic nature of education and society, Teacher Education Programme experiences emerging issues in education. Today in Kenya, and indeed in the whole world, the concerns in education are access to education, quality in education and equity in education. These are current aspirations by all in education but somehow elusive to realise. However, when proper reforms and innovations in Teacher Education Programme are undertaken, it is possible to develop and manage these important developments in education. This paper explores and discusses how reforms and innovations in Teacher Education Programme in Kenya can facilitate the achievement of access, quality and equity in education.

Keywords: Access, Equity Emerging Issues., Facilitator, Innovations, Quality, Reforms, Teacher Education

Adequacy Of Professional Development Of English Language Teacher Educators In Primary Teachers’ Colleges: A Paradigm Shift In Kenya (Published)

This study was an investigation of the professional development of English language teacher educators in Kenya Primary Teachers Colleges. The purpose and objectives of this study were to investigate the paradigm shift in nature, strategies and adequacy of professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. This study was guided by Vygostky’s ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design guiding this study was mixed method within the philosophical paradigm of post-positivism and constructivists’ world views. The target population consists of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules and observations worksheets to collect data which was later organized, analyzed using SPSS program and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya’s primary teachers college. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the old paradigm. There is also very limited holistic approach to professional development. The present practice has a negative implication on teacher education in Kenya. This study recommends effective professional development of teacher educators of English language among others. This revelation will help to improve the quality of English language teacher education in Kenya and other developing countries

Keywords: English Language Teachers, Professional Development, Teacher Education, Teacher Trainers/Trainees

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