Evaluation Of Objectives Of Physics Teacher Education In Relation To Pedagogic Skills Of Student Teachers In Public Universities In Kenya

Abstract

Evaluation of the B.Ed (Science) program in public universities has focused on content and little has been reported on the improvements made on objectives of the training programs. Moreover, each university develops its own programs and this has resulted to lack of coordination on the key provisions of the training such as the objectives, yet, secondary school instruction to be conducted by the teachers is common. Further, the reforms have not been informed by research on best practices, moreover, an average low performance of 36.43% in the Kenya Certificate of Secondary Education (KCSE) physics examinations has been recorded in the years 2007 to 2016. This has raised questions on the relevance of objectives of physics teacher education programs to acquisition of pedagogic skills by physics teachers. Findings reveal that there is need for objectives of physics teacher education programs to focus on key content areas in secondary physics, enhance use of formative assessment procedures, focus on 21st century skills, delivery of instruction in a technological setting, and on designing physics instruction for students with diverse needs. The findings may be useful in providing a framework for development of objectives of physics teacher education programs for acquisition of pedagogic skills.