Journal of International Development Studies
Online ISSN : 2434-5296
Print ISSN : 1342-3045
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Teachers' Efforts in the Improvement of Classroom Practices in Kenyan Primary Schools: How Do They Recognize and Cope with Various Challenges Schools and Students Are Facing?
Asae SANONobuhide SAWAMURA
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JOURNAL FREE ACCESS

2017 Volume 26 Issue 1 Pages 103-119

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Abstract

Universal primary education has long been an international development target and many developing countries have attempted to achieve it. In terms of access, enrollment ratios have improved even in many African countries, but education quality is problematic. In Kenya, although the expansion of primary education has gone well, it is generally noted that education quality has declined. There have been a lot of discussions on classroom practices, while teachers' performance often has low rating. Typical criticisms include: teacher-centered teaching, mechanical and repetitive teaching, poor subject knowledge and an authoritarian attitude towards students. These previous studies, however, tend to look at the issues without proper attention to their social contexts such as the school environment and the challenges students face.

The purpose of this study is to identify the autonomous efforts made by teachers who are trying to improve their classroom practices. It also examines the influence of the diverse challenges individual students face and investigates the environment surrounding teachers and students involved in such practices. Field research was conducted by employing participant observations and semi-structured interviews with ten teachers at two primary schools in Busia county for four weeks in August and September, 2016.

The study revealed the following three aspects. Firstly, although the environment surrounding classroom teaching is quite challenging, individual teachers respond to such difficulties flexibly and are engaged in classroom practices in a creative manner. These difficulties for teachers and students may have encouraged teachers to develop creativity and flexibility in lessons, skills which they are ideally expected to possess. Secondly, teachers are motivated by collegiality and responsibility to help students grow through learning. It has come to be recognized that spontaneous occasions of learning among teachers also allows them to grow as teachers. Thirdly, while government programs in order to improve teaching skills have succeeded to attain a certain level, they have negative impacts on the practice of daily teaching. Teachers may have failed to make utmost effort to improve their teaching because the manuals provided are so precise and rigid.

This research is limited with regard to having accessed interview data only from teachers. Further study should also examine the responses of students to classroom practices. Nevertheless, this study is of great value in revealing the efforts and practices of teachers by listening to their opinions regarding their classroom teaching within the context of their schools and students.

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© 2017 The Japan Society for International Development
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