UNMASKING THE TENETS OF TEACHER PROFESSIONAL SUPPORT DURING THE COVID-19 PANDEMIC: THE KENYAN EXPERIENCE

نویسندگان

  • Miriam Nthenya Kyule Department of Agricultural Education and Extension, Egerton University, Kenya
  • Thomas Kipkorir Ronoh Department of Psychology, Counselling and Educational Foundations, Egerton University, Kenya

DOI:

https://doi.org/10.46827/ejae.v10i3.6288

کلمات کلیدی:

educational resilience, remote teaching, resource provision, teacher experiences, Covid-19 Pandemic

چکیده

The COVID-19 pandemic presented a dual challenge in Kenya’s education sector. This necessitated the need to train teachers for remote teaching at the same time as the country was implementing a new Competency-Based Education (CBE). While teacher professional support, invariably referred to as the “trinity pillars” (teacher retooling, resource provision and psycho-social support), was helpful in preparing teachers in readiness for transition to online teaching and effective implementation of CBC, this paper documents the inadequacies in teacher professional support during the COVID-19 disruption in Kenya. This study employed a cross-sectional research design. Two-stage stratified cluster sampling was used to select the schools and teachers as well as the principals. It was based on the Responses to Educational Disruption Survey (REDS) data from the national centre, school principals and teachers’ self-administered questionnaires. Data was collected during the second wave of the COVID-19 pandemic. Frequencies and percentages were used to present the data, while the Chi-Square test was used to explore relationships. The data on teacher professional support exposes several inadequacies that compounded teachers’ inability to implement CBC and transition to remote teaching effectively. The changes in the education system occasioned by COVID-19 demanded immediate attention, some of which had to be supported by plans and policies to govern the new dispensation in the education sector. In line with these, the Ministry of Education developed a response plan to address COVID-19 educational disruption. In the teacher re-tooling pillar, there was low or no training on online safety, use of ICT and working with underprivileged groups. These gaps in teacher professional support during the COVID-19 disruption need government intervention.

 

بیوگرافی نویسندگان

  • Miriam Nthenya Kyule، Department of Agricultural Education and Extension, Egerton University, Kenya

    Miriam Kyule holds a PhD in Agricultural Education from Egerton University, Kenya. She is currently the head of the department. Among the courses she teaches: Curriculum Development, Methods of Teaching Agriculture, Research Methods, Measurement and Evaluation in Agricultural Education. She has published widely in the area of education, agricultural education, Curriculum and Pedagogy. She has also participated in several research projects and curriculum review panels. Currently, she is on a post-doctoral programme under the Alliance of African Partnerships hosted at Michigan State University. She has research interests around strengthening training across TVET and University Levels, Youth and Women Empowerment, Community Outreach and Sustainable Agriculture.

  • Thomas Kipkorir Ronoh، Department of Psychology, Counselling and Educational Foundations, Egerton University, Kenya

    Thomas Ronoh is an Associate Professor of Educational Foundations at Egerton University, Kenya. He holds a Bachelor of Education from Kenyatta University, an MA and a PhD degree in Educational Foundations from Egerton University. He has published extensively in refereed journals, won numerous research grants and is a member of several professional bodies in his area of specialization (History of Education, Comparative and International Education, as well as Philosophy of Education).

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دانلودها

چاپ شده

2025-09-23

شماره

دوره 10 شماره 3 (2025)

نوع مقاله

Articles

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