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|
Associate Professor, Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa
Doctoral Student, Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa
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