This abstract presents findings from a rapid evidence review on how teacher professional development (TPD) affects student learning outcomes in low- and middle-income countries. While the evidence on TPD effectiveness is mixed, our analysis of rigorous evaluations from multiple countries—including…
The study examines the role of teacher education in the implementation of mother tongue instruction and its subsequent impact on literacy development in Kenya’s multilingual lower primary schools classrooms. This study falls under the sub theme on Teacher Education Curriculum…
This study addresses the integration of metacognitive strategies within the teacher education curriculum, an area often isolated from basic education reforms in Kenya. It investigates in-service mathematics teachers’ understanding and application of metacognition in secondary schools. The research explores teachers’…
Kenya’s reimagined education landscape, as guided by the Competency-Based Curriculum (CBC), underscores the need for teacher education programs that develop the capacity for technology-enhanced, learner-centered instruction. Noting that current pre-service teacher training and its misalignment with Competency-Based Teacher Education (CBTE)…
All aspects of a Curriculum, the means through which a country’s societal interests are addressed, always remain matters of public concern. Following the implementation of Kenya’s Competency-Based Curriculum (CBC) a debate among stakeholders, particularly with respect to teacher preparedness, the…
Inquiry-Based Learning (IBL) is a transformative pedagogical approach that promotes scientific inquiry, problem-solving and autonomous learning. This study, situated within the context of teacher education curriculum and pedagogical approaches, explores the integration of IBL in Chemistry practical lessons and its…