Title:
INTERROGATION OF THE TEACHERS SERVICE COMMISSION’S PROPOSED TEACHER EDUCATION REFORMS IN KENYA: A COMPARATIVE PERSPECTIVE OF INTERNATIONALLY ACCEPTABLE STANDARDS

Authors:
Dr Edward Maina Andafu and Dr Hardley Musiega Sogoni

Abstract:
Currently global teacher education dynamics have triggered debates on what need to be done to enhance this noble profession. The political class has triggered duress conflict cutting across different governmental institutions comprising of the education ministries, universities and teacher education colleges. The objective of this article was: 1) To examine the Current trends on the quality and acceptable standards of Teacher Education, 2) To comparatively critique the existence of Bachelors degree in education among different countries and, 3) To conduct comprehensive analysis of other Legal documents on teacher development programmes in Kenya. This article focuses on quality teacher education programmes and hence suggests a unified conceptual framework for quality teacher education to facilitate an understanding of teacher education training. The suggested conceptual framework is multi-dimensional in nature and based on operational experience by the authors studying education systems’ performance in general, and particularly, quality of education in Universities. The unified conceptual framework invoked here is informed by systems theory and acknowledges the interdependence among the components of quality of education and levels of the education system. This paper undertook an eagle’s eye view of modern society’s Teacher Education legal framework in respect to the TSC’s proposed recommendations on the Teacher Education programmes in Kenya. Findings of the study reveal existence of sound modalities’ invoked by civilized societies in reviewing the teachers’ curriculum offered by different teacher education institutions. It is recommended that any attempt to review Teacher Education programme in Kenya should comply with the international and morally acceptable mechanisms.

Keywords:
Curriculum review, Teacher Education, Teachers Service Commission

DOI:
http://dx.doi.org/10.37500/IJESSR.2022.5102