An Examination of Curriculum Coherence between a University and School Programme: A Case in Kenya

By Maropeng M. Modiba and Kefa Lidundu Simwa.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

As Kenya continues to improve its post-independence educational system, ensuring novice teachers’ professional capacity for teaching at secondary school level has become a priority. However, teacher preparation programmes are facing challenges in implementing the policy changes that have been introduced. This paper reports on an exploratory case study of a university programme which attempted to understand how the curriculum policy framing the teaching of History at secondary school level in Kenya is interpreted and integrated into its teaching processes. The purpose was to determine how the policy informed curriculum practices in terms of its perceived intention by exploring the degree of curriculum coherence between the History Methods and school History programmes. Firstly, it gives a brief account of the context within which the new curriculum policy for teaching History and Government was formulated. Secondly, it provides a conceptual analysis of curriculum coherence by drawing on, amongst others, Bailin’s (1998) notion of normative critical thinking and Dunn and Pendlebury’s (2003) views of the importance of practical reasoning in teaching. Thirdly, the research design used in the study is described. The analysis of data provides insights into how curriculum policy is supported in practice in terms of its intentions. Finally, by reflecting on the lecture-room practices and teacher educators’ and students’ views about such practices, conceptual underpinnings that would have enabled effective policy interpretation and integration into processes of teacher-preparation are highlighted. What would count as relevant history knowledge and teaching practices in teaching the policy on History and Government is underscored.

Keywords: Curriculum Coherence, Kenyan Educational System

International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 11, pp.289-302. Article: Print (Spiral Bound). Article: Electronic (PDF File; 683.259KB).

Prof. Maropeng M. Modiba

Associate Professor, Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa

Maropeng Modiba is an Associate Professor and Head of Education Studies at the University of Johannesburg. Her teaching and research interests are in the areas of Curriculum Theory, Social Science Theory and Teacher Education. She has published articles, book chapters and books in these areas. She also has a special interest in theories of culturally responsive pedagogy.

Kefa Lidundu Simwa

Doctoral Student, Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa

Kefa. L. Simwa is a lecturer at Moi Univeristy in Kenya. His teaching and research interests are in the fields of Teacher Education and Curriculum Theory. He is currently a doctoral student at the University of Johannesburg.

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