An assessment of university English language teacher Education in the light of classroom needs: a case study Of Maseno university

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.