work-in-progress: becoming a teacher at teacher training colleges in kenya - motives, competencies...
Post on 22-Dec-2015
219 views
TRANSCRIPT
![Page 1: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/1.jpg)
Work-In-Progress:
Becoming a teacher at Teacher Training Colleges in
Kenya- Motives, competencies and
professional identity formation of teacher students.
Ken Justus Ondoro & Kari K. B. DahlUniversity of Nairobi, Kenya
&Research Programme for Environmental and Health Education
School of Education, Aarhus University, Denmark
![Page 2: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/2.jpg)
Aim
To investigate formation processes & outcomes of teacher students’ two years’ participation during at TTC (by entry / exit of the study):- Motivation for teaching.- Professional identity.- Feelings towards the teaching profession.
![Page 3: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/3.jpg)
Theory - inspiration• Newer anthropological/social psychological
theory about schooling, learning and becoming.– E.H.Erikson (2003): Identity as a two-stringed process.– James & Prout (1997): ”Contextual learning” - a
broader view on people, learning, and schooling:– Lave & Wenger (1991): ”Legitimate pheriperal
participation”.
• Research in professional and institutional pedagogy.– Research in teacher professional formation: Teachers:
Social, personal and professional formation.
![Page 4: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/4.jpg)
Methods• Focused group discussions:– 10 FGD’s regarding teaching profession 1st year students (1st
semester) and 2nd year students (5th semester) at three TTC’s.
• Individual interviews:– 17 semi-structured open-ended interviews with selected 1st
and 2nd year students at three TTC’s.
• Observation: – Followed four teacher students during a full academic year at
two TTC’s – during class hours, freee time at college & weekends outside college.
• Questionnaire:― 5 TTC’s in Central and Eastern Province― 3.145 1st and 2nd year students in 76 classes.― 21 students (0,67%) refrained from participation.
![Page 5: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/5.jpg)
Qualitative data: Five different ”paths” of appropriating teacher profession
• ”Teaching as a calling”– Students who feel teaching is a calling from above and their personal dream
come through. Not only classroom work, but also identity work.• ”Teaching as a stepping stone”
– Teaching is a mean to something else – either further studies or another career. ”Academic” and ambitious approach to teaching.
• ”Teaching as passing through/time”– Relative young students, some ”pushed” to TTC by more well off parents -
”Better start something than being iddle”.• ”Teaching as a last resort”
– Many of the older students, some with past personal and professional hardship & personal disappointements, enter TTC as ”last education possibility”.
• ”Teaching as a second chance”– Tried but not succeeded in other careers. Arrive desillusioned toTTC, but find
out during their stay at TTC to include teaching in personal life career.
![Page 6: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/6.jpg)
Professional formation and ways of becoming ”a teacher”
Start of TTC End of TTC”Calling” ”Calling”
”Second chance”
´”Last resort” ”Passing through”
”Passing through”
”Stepping stone” ”Stepping stone”
![Page 7: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/7.jpg)
Questionnaire1. Background information about the students (n=2.784)2. What is your main reason for entering TTC?– Cluster of 21 reasons into categories:
• ”Intrinsic”, ”extrinsic”, ”altruistic”, ”other”.
3. How do you feel about teaching right now?– 16 statements: Indicate on 5-point Likert-scale from
”Strongly Agree” to ”Strongly Disagree” about various statements re. teaching professions.
4. Competencies for teaching– 7 perspectives: 5-point Likert scale ”agree/disagree”
about: • Teaching resources, punishment, knowledge, authority, social
skills, personality work, critical conscioussness raising.
![Page 8: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/8.jpg)
Data from the questionnaire: Reasons for entering TTC & feelings about teaching
profession /1
• ”Extrinsic”– Not being iddle at home– Financial reasons– Stable income– Job security– Family wanted– Role model– Teacher respected persons– I become learned– ”Stepping stone” to another career or further education
![Page 9: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/9.jpg)
Data from the questionnaire: Reasons for entering TTC & feelings about teaching
profession /2• ”Intrinsic”
– Feel ”fit for the job”– Subject love/like a specific subject– Teaching is enjoyable– Love children/young people
• ”Altruistic”– Meaningful job– Change society/ ”a mission”– ”Calling” from above
• ”Other” – Wanted to try something else.
![Page 10: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/10.jpg)
![Page 11: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/11.jpg)
![Page 12: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/12.jpg)
![Page 13: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/13.jpg)
![Page 14: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/14.jpg)
![Page 15: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/15.jpg)
![Page 16: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/16.jpg)
![Page 17: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/17.jpg)
![Page 18: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/18.jpg)
![Page 19: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/19.jpg)
![Page 20: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/20.jpg)
![Page 21: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/21.jpg)
![Page 22: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/22.jpg)
![Page 23: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/23.jpg)
![Page 24: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/24.jpg)
![Page 25: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/25.jpg)
![Page 26: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/26.jpg)
![Page 27: Work-In-Progress: Becoming a teacher at Teacher Training Colleges in Kenya - Motives, competencies and professional identity formation of teacher students](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d795503460f94a5cfd1/html5/thumbnails/27.jpg)